Columban College Graduate School Olongapo City

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COLUMBAN COLLEGE GRADUATE SCHOOL

OLONGAPO CITY
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Values is anything that we chose from a set of alternatives, perceived
as good and desirable and then acted upon. The definition tells us that
human beings value not only material goods like car, food and money but
also ideals and concepts like education, truth and justice. For example, if
Education is valuable for one, it directs his behavior in accomplishing
whatever goal he has set for that value. According to Nonette Marte on her
website, values command in one an inner commitment, which in turn
translates itself into one’s daily speech and action. Values become basis of
judging what certain action or attitude is correct or not. Therefore it is clear
how important that there be an appropriate framework as well as strategy for
providing the content and operational guidelines for implementing a Values
Education Program. Values Education Programs translate values from
abstract concepts into practical use. That is why; values education should
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focus on how students can continually apply the knowledge acquired in their
daily lives, practice actualize these values.
Recent situation in our country clearly calls for reexamination and
reconstruction of the value system of the Filipinos. Moral deterioration is
alarming, especially to our youth. The youth, who is still regarded as the
hope of the nation, must be directed to be a responsible citizen, a productive
person, a citizen with a deep sense of nationalism and a person abiding faith
in God. The call for value formation and integration of our youth continue
to be considered as the tool that can bring national development. Education
is one of the most important agencies that can assure the country that those
qualities will surely be acquired by our youth. Therefore, the need to
implement meaningful and effective values education is still a need for our
educational system.
Since the inclusion of values education in the Philippine curriculum,
shortly after the revolution of February 1986, the formerly DECS made
Values Education a main thrust which found support in the Philippine
Constitution of 1987 based from a call for shared culture and commonly
held values as stated in the Preamble. During the President Aquino’s
administration, Values Education was set from fourth grade education to the
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sixth grade in elementary and four years in secondary education. Values
Education became a separate subject studied everyday like filipino, english,
science and mathematics. In 1992, during the time of President Ramos,
under the “Moral Recovery Program”, it strengthened Values Education
program as an educational section evoking nationalism and national
development. Though it followed the same framework, the values taught in
Values Education became more subdivided. The development of the
framework known as Value Map is composed of classified core values and
related values. The Value Map became the contextual basis of the new 2002
BEC (Basic Education Curriculum). Today, values education is carried out
in the new integrated learning subject “MAKABAYAN” which consists of
minor subjects namely Social Studies, Technology and Home Economics,
Gymnastics, Music and Arts, and Values Education. This means that unlike
before when Values Education was taught as an individual subject everyday,
it is now being facilitated for one hour every week for both public and
private elementary and secondary schools.
The Department of Education recommended the integration of subjects or
disciplines taught comprehensively despite the decreased time allotted to it.
The Department of Education calls this integrative teaching. But

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MAKABAYAN still requires different teachers to handle different subjects
under the MAKABAYAN.
With this development, the fact remains that the main concern of
Education is how the students absorb and internalize desirable values to
produce effective and productive members of the society. Therefore it leads
us to ask: How values education is taught to students under the integrative
learning system?
This study aims to describe clearly the teaching strategies used and
problems encountered by Values Education teachers in selected public
secondary schools in the division of Olongapo City.

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Research Locale
Olongapo City is located in the province of Zambales, Region III,
Central Luzon , Philippines. The latest census, Olongapo has a total
population of 227,270 people and 43,107 households. Olongapo City is
politically subdivided into 17 barangays.
The city has a rich culture and history. When independence was
declared by the Americans in 1946, the city remained as a part of the United
States naval reservation.
In 1959, it became a municipality through the efforts of the late
Mayor James Leonard T. Gordon. Then after six (6) years, it was converted
to autonomous city.
In 1992, Mayor Dick Gordon lobbied the turn over of the US Naval
Base and its conversion into a freeport zone. Olongapo is a highly urbanized
city known for its innovative methods in urban management had received
awards from UNESCO and Asian Development Bank, World Bank and
Asian Institute of Management.

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The opening of classes for the school year 2010-2011 has recorded
more than 40,000 students enrolled both in elementary and secondary.
Olongapo City has a total of 83 schools wherein 27 are public elementary
schools, 12 public high schools, 31 private elementary schools and 13
private high schools. The study had been conducted in 6 selected public
secondary schools in Olongapo City namely: Olongapo City National High
School, Gordon Heights National High School, Kalalake National High
School, New Cabalan National High School, Barretto National High School,
Sta. Rita High School. The mentioned schools are located in different
barangays of Olongapo City particularly in East Tapinac, Gordon Heights,
New Cabalan, Sta. Rita, Barretto, and New Kalalake.

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Conceptual Framework
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Statement of the Problems
The study had been conducted to determine status of teaching
strategies used and problems encountered in teaching of values education
in selected public secondary schools in the Division of Olongapo City as
perceived by teachers handling values education. Specifically, the study
endeavored to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Gender;
1.3 Civil status;
1.4 Highest educational attainment;
1.5 Length of service;
1.6 Area of specialization;
2. What teaching strategies are used by the respondents in teaching values
education?
3. What problems are encountered by the respondents in teaching values
education under the integrative learning system?
3.1 Preparation and Use of Materials and Equipment
3.2 Teacher’s Professional Development

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3.3 Teacher’s Preparation
3.4 Time allotment and Physical Environment
3.5 Parental Involvement
4. Is there significant variation on the teaching strategies and on the
problems encountered by the teachers when grouped by the school?
5. What are the implications of the findings of the study towards effective
teaching of values education?

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Hypothesis
For a deeper analysis of the data gathered and to answer the major
problem, a null hypothesis is tested:
The variables of age, sex, civil status, highest educational attainment,
length of service, and area of specialization do not significantly affect the
effectiveness of teaching strategies used in teaching values education.
Scope and Delimitation
This study had been conducted to assess the status of effectiveness of
Values Education teaching strategies in selected public secondary schools in
Olongapo City the school year 2010-2011. It covered selected in-service
values education teachers from selected private high schools in Olongapo
City.
The study was focused the teacher’s teaching strategies, problems and
proposed solutions to problems.

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Significance of the Study
The researcher believes that this study is beneficial to the following:
Students. The students are assured of quality education that will prepare
them become effective and productive members of society. The results will
yield the effective strategies used in teaching Values Education under the
integrative learning system.
Parents. The parents as one of the stakeholders will be able to realize the
integral roles that both the school and parents play in the character building
of students. Parents roles can be established from the results of the study.
Teachers. The results of the study will serve as a guide for teachers on how
to teach effectively Values Education under the integrative learning system.
Teachers will be aided in formulating action plans for the improvement of
the instruction in Values Education.
School Administrators. The results of the study will serve as basis for the
assessment of the Values Education instructional program in identifying the
strengths and weaknesses. From the results, the school administrators can
formulate and implement necessary improvements on the professional

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growth and development of teachers thus ensuring the effectiveness of the
teaching of Values Education under the Integrative Learning System.
Future Researchers. This study can be used to further investigate on how
Values Education can be taught effectively under the Integrative Learning
System.
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Definition of Terms
For better understanding of the study, the following terms are clearly
defined:
Action Learning. It encourages students to view themselves as personal-
social interactive beings, not fully autonomous, but members of a
community or social system.
Building Relationships. This refers to taking actions to develop a long-term
relationship.
Core Values. This refer to the major concern of valuing composed of
Health, Love, Spirituality, Social Responsibility, Economic Efficiency,
Nationalism and global solidarity having human dignity as the center.
Economic Efficiency. This refers to the economics, focused on livelihood
which is man’s obligation to help achieve economic growth for the
community.
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Faith. It refers to attitude, conviction and conduct based on a right
relationship with God.
Global Solidarity. This refers to a sense wherein there is cultivation for
emerging concerns and problems of one country can no longer be considered
in isolation of others.
Health. This implies physical fitness and cleanliness.
Human Dignity. This refers to an overarching value which all other values
are pursued because of the inner worth of the human person.
Inculcation. This is geared towards instilling and internalizing norms
accepted by people are identified and passed on to the learner through
modeling, other reinforcement techniques and instructional models.
Integrative Learning System. This refers to the integration of other
subjects or disciplines under 1 subject like MAKABAYAN.
Love. This refers to moral, endowed with the faculty of freely choosing and
loving others and all humanity.
MAKABAYAN. This is a new learning area that integrates several
subjects with the goal of helping each Filipino student to develop a healthy
personal and national identity.

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Mocking. This refers to imitation of a behavior; to take as a model.
Moral Development. This is a process of working out a sense of morality
through the active structuring and restructuring of ones own social
experiences, the outcome of which is a preference that is considered
desirable or acceptable by a referent group.
Nagging. This refers to reminding an individual of previously discussed

dictates or advice.
Nationalism and Patriotism. This refers to man fostering sense of belief
which identifies the people and joins hands with them in the pursuit of
common goals.
Self- awareness. It refers to the ability to perceive one's own existence,
including one's own traits, feelings and behaviors.
Social Responsibility. This refers to awareness of the unique participation
in the pursuit of the welfare of the family and the common good of the larger
society.
Spirituality. This refers to man’s behavior, capable of higher concerns and of rising
above the material in consonance with nature and respond to God and faith.
Transpersonal Approach. It refers to the process of self discovery and the
significance of self-actualization to become a fully functioning person.

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Truth. This implies the tireless quest for knowledge in all its form.
Furthermore, it is not enough to discover data and know facts but
develop creative and critical thinking to meet the challenges of the world.
Values. This refers to perceiving what is desirable or right, desires and
cherishes what is perceived as desirable or right, then decides and acts.
Value Analysis. This is a strategy consists of identifying and clarifying the
values in question, assembling purported facts, assessing the truth, arriving
at tentative value decisions and testing the value principle implied in the
decision. It aims to help learners’ use logical thinking and scientific
processes in dealing with value issues.
Values clarification. This refers to students engaging in active examination
of their belief, behavior choices, and decisions to enable them to utilize them
and their lives in society. It consists of making choices freely and
thoroughly, prizing and cherishing choices made, affirming these publicly
and acting upon these choices.
Values Conceptual Framework. This refers to a guide and form of
teaching aid in the implementation of the education program. It is a
reference in the reform and revision of operative Filipino values.

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Values Education. This is a part of the school curriculum which involves a
learning process by which value are formed in the learner that is not
only cognitive but involves all faculties of the learner under the guidance of
the teacher.
Value Education Program. This refers to the national education program
developed on the basis of local needs and sociological background within
the ambit of national framework. All seven core values permeate this
program.
Values Education Teaching Strategies. This refers to teaching method,
style, approach studied and tested adapted to specify situation singly, or
generally, in combination applied in teaching-learning values education.
Values Integration. This involves the development of the values system of
the learner as part of the totality of education. It is the process should
provide a knowledge base for values development that should be taking
place in the total educational experience.
Values Map. This serves as the basis of the foregoing philosophy of the
human person, the supreme and overarching values that characterize

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education. It constitutes the content of values education for the whole
program.
Valuing Process. This refers to the dynamic process of the whole persons
learning and growth is viewed as going through three stages; cognitive,
affective, and behavioral.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter considered the review of relevant literature and studies
which broaden the researcher’s awareness and knowledge relative to the
focal point of the study.
A. Related Literature
The following literature guided the researcher in pursuing a research
venture.
Experts whether local or foreign have some comparable analysis
about Values Education particularly on its importance, how it can be
integrated to other subjects and effective strategies to teach the subject.
Foreign
Taylor (2000) suggested that values education is a relatively new
‘umbrella term’ for a range of common curriculum experiences and is
variously depicted as comprising character education, moral education and
development, education in the virtues, social development, and value
training. Character education is a term commonly used in the research

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literature, especially in the USA, where it had come to represent a certain
form of values education.
Weissbourd (2009) confirmed the roles of school, teachers and parents
in building a school for driving moral growth of adults and students,
“U.S. public schools were originally conceived not solely as an engine of
academic success. They were intended chiefly to cultivate in students a
certain ideal of character. Public schools were charged with the
responsibility of taking rising waves of poor urban and immigrant children
and molding them into responsible, upright citizens. Today, the expectation
that schools cultivate character and social responsibility is again widespread.
Legions of U.S. schools have invested in packaged character-education
programs of one kind or another that tout such values as discipline, self-
control, responsibility for others and fairness. Numerous programs focus
specifically on generating in students a sense of social responsibility. What’s
the heart of children’s moral development is not the capacity of teachers or
other adults to teach values or social responsibility; rather it is the nature of
the relationships that schools establish. ”
Rowe (2004), one of Australia’s leading educational researchers,
notes that of all the teacher qualities nominated by those students who
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achieve best at school, that ‘this teacher cares’ about me/us or ‘I trust this
teacher’ kinds of responses were first and foremost, with ‘knows her/his
stuff’ and ‘makes things interesting’ bringing up an important rear. In other
words, the content and substance of Values Education has potential to go to
the very heart of the power of Quality Teaching by focusing the teacher
attention on that feature of their professional practice which has
most impact, namely the relationship of due care, mutual respect, fairness
and positive modeling established with the student.
Cheng (2001) pointed out the integral role of school, teachers and
school program in achieving effective teaching. “First, school education is
usually planned and implemented at the program level or the whole school
level. Currently, school management reforms and effective school
movements emphasize whole school approach to improvement of school
performance and student learning outcomes. It assumes that students are
taught not only by individual teachers but also by group of teachers or by the
whole school’s teachers. In order to maximize school effectiveness, more
attention should be given to the overall teacher effectiveness at the group
level and school level. Second, based on our previous discussion, successful
teacher effectiveness program relies on staff development but also group

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development and school development. Therefore, teacher effectiveness
should not be studies solely at the individual level but also at the group
program and school levels. Obviously, the strategies based on the traditional
conception at the individual level have limitations and is sufficient to
enhance teacher effectiveness at the group level and the school level.”
Williams (2000) emphasizes the following teaching strategies in
delivering values/character education: (1) consensus building, (2)
cooperative learning, (3) literature, (4) Conflict resolution, (5) Discussing
and engaging in moral reasoning, (6) Service learning.
Prencipe and Helwig (2002) argued that children’s moral reasoning
and the general effectiveness of various values education programmes have
been examined, but that little direct attention had been given to children’s
judgments about the teaching of values. To address these issues the
researcher conducted a study into students’ and young adults’ reasoning
about the teaching of values in school and family contexts to explore ways
in which different types of values and social contexts intersect in judgments
and reasoning about the teaching of values, and governmental regulation of
values education. Participants were asked to judge the desirability of
teaching these values by agents (teachers, parents) in school and family

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contexts, and whether governmental regulation of values education was
appropriate. The findings revealed a strong concern by students about moral
issues such as rights, harm, and justice, as well as with other social values.
But by adolescence, values education that focuses on religious or patriotic
values was viewed with considerable skepticism. Prencipe and Helwig
believed this finding may have practical implications, for it suggested that
children and adolescents may be less likely to accept certain kinds of values
education programmes than others. The findings suggested that conceptions
of values education might better be understood within models of social
reasoning that drawn distinctions between types of values (between moral
and other types of values).
Halstead and Taylor (2002) noted that cognitive-developmental
theories have had a very limited impact on values education in the UK,
although the methods employed have relevance in a variety of contexts.
They support the contention however that it is necessary to help children
reflect on, make sense of, and apply, their own developing values.
Veugelers (2000) studied how secondary students responded to how
teachers expressed and taught values found that students preferred teachers
who indicated that there were differences in values but were clear about their
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own preferences and values. The implication of this for teachers is that they
must reflect upon the values that govern their teaching and be aware of the
values they want to develop in students.
Lee (2001) described these two approaches as ‘prescriptive’ and
‘descriptive’. The former favored values transmission and placed emphasis
on shared or approved values, whereas the descriptive approach, by contrast,
emphasized the ways of thinking and reasoning children needed to acquire if
they are to be morally educated.
Local
Hidalgo (2006) reiterated the importance of Values Education in
building a culture of peace in our country, “Government and educational
systems efforts alone are not adequate to address these problems. Building a
culture of peace should be an integrated design of partnerships among
governments, international organizations, and civil society Government and
educational systems efforts alone are not adequate to address these
problems. Building a culture of peace should be an integrated design of
partnerships among governments, international organizations, and civil
society. Teachers must explore how peace- building activities can be

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accomplished through the community or directly through civil society with
similar programs or activities through values education. ”
Talisayon (2009) stressed how certain values were taught through the
practice of scientific method, “Values enter into the teaching of science in
three ways: (1) values inherent in the subject matter or content of science
and technology, (2) values developed in learning the processes and methods
of science, and (3) values related to the benefit or harm generated by the
application of science and technology. The scientific method demands
personal discipline; science itself is a form of personal discipline. It may not
be explicitly taught as such, but nevertheless affects the student. Certain
values and personality traits can be taught through the practice of the
scientific method. Values derivable from learning scientific methods and
processes offer a wider field of action to the science teacher.”
Philippine Normal University emphasized an approach to effectively
teach Values Education known as ACES Teaching Theory “the flowing
together and interaction of the affective and cognitive elements in individual
and group learning. Affective refer to the feeling or emotional aspect of
experience and learning, while cognitive refers to the activity of the mind
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towards knowing an object , or its intellectual functioning in the full grasp of
the reality (thing, person, or circumstance). ”
Aquino (2006) cited three different approaches to value analysis and
clarification which illustrate teaching strategies in the affective domain. The
first was a systematic and rational approach that called for analysis of
relevant data in detail. The second was designed for identifying values in
topics under the study. The third approach had become useful in clarifying
values in variety of situations.
B. Related Studies
Foreign
Lovat (2005) in his study proposed that in order for values education
to become part and parcel of mainstream schooling, the closest possible
links need to be found between it and the world of teachers and schools.
Teaching had undergone a revolution over the past decade or so. Updated
research into the role of the teacher had uncovered the true potential of the
teacher (and, through the teachers, the school) that made a difference. Much
of this research insight is captured in the notion of ‘Quality Teaching’, a
perspective that spoke of intellectual depth, inter-relational capacity and

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self-reflection as being among the factors that characterized the kind of
learning that made a difference. There were important synergies between
these perspectives and those of values education. Making these links had
potential to release the true power of values education and to elevate it to a
mainstream issue for all schools. The address explored these links and
demonstrated how other frameworks and resources available to teachers can
be incorporated into a comprehensive and powerful values education for all
schools.
Zbar (2003) conducted a research known as Values Education Study
which was designed to: (1) enable schools to develop and demonstrate
current practice in values education, (2) provide an informed basis for
promoting improved values education in Australian schools, (3) make
recommendations on a set of Principles and a Framework for improved
values education on Australian schools. The research provided a snapshot of
practices and approaches, the results are instructive. The results from 50 case
studies in 69 schools, the literature review and the online survey helped in
the preliminary outline for Principles and Framework for improved Values
Education program. Schools that were part of the study generally focused on
one or more of three approaches to values education: (1) reviews of values

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education processes, (2) building students’ resilience – sometimes with
a service dimension as well, (3) a specific values teaching and
learning focus.
Some other key issues to emerge included:
• Values as a separate subject of study – Some schools believe that
values education can only be addressed implicitly through modeling and
through the day-to-day policies, processes and practices that occur within
and beyond the classroom. Others approach values education through values
clarification processes and through cognitive development methods where
students learn how to critically assess and evaluate value positions and then
come to their own value positions. Still other schools saw a need for the
explicit teaching and learning of specific, prescribed values in the
curriculum. Other schools adopted hybrid approaches that merged aspects
of all approaches. The debate had different dimensions in the primary and
secondary sectors and again in faith-based schools, multicultural and
Indigenous school settings. As one school cogently observed, however,
whether values are taught explicitly or implicitly and what the key values
are, should be the focus for debate.
• Direct impact on students – Virtually all project schools and clusters

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provided information and data to demonstrate positive outcomes from their
work and a positive impact on their students. This information and data is,
however, primarily qualitative and anecdotal, largely due to restrictions of
time, with only a minority of projects providing quantitative data on their
achievements.
Johnson (2002), in a study focusing on what he described as a
metacognitive affective approach to values education, argued that it is
essential that teachers have an understanding of values, morals, attitudes,
and beliefs; how these were developed; the involvement of affect in that
development; how they operate in people’s lives; and how they might be
changed.
Pascoe (2002) on his study claimed that the formation of individuals
cannot be left to chance. The values underpinning education need to be
explicit and shared. Inevitably they will be contested and some may change
over time. But the moral charge that educators share with parents to prepare
young people for their lives as citizens, workers and family members should
be a process of ‘conscious social reproduction’.
Barragan (2008) conducted an investigation which aims to use
economy science as a tool in order to study and understand the relationship

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between two complex and multidimensional themes values education and
wellbeing. Considering values education as an alternative to the school
deterioration process; the optimum conditions for creating values personal
experiences on children attending basic education; and the differences on
child rearing in a country like Mexico; the research aims to test the
hypothesis that values education has a positive impact on children’s well-
being and that it might be differentiated according to the values scheme in
which the child has been brought up.
Fyfee (2006) asserted on his study that regarding Values education;
whilst some attention has been given to teaching methods, much of the
literature on values has tended to focus on issues of definition and
classification, and the extent to which anyone can, or ought to impose their
own moral precepts on others. By contrast, values acquisition has rarely
been studied and little attention has been paid to the outcomes of dedicated
values education programs.
Hawkes(2009) on his research described how values-based schools
give increasing curriculum and teaching emphasis to Values Education. As a
consequence students become more academically diligent, the school
assumes a calmer, more peaceful ambience, better student-teacher

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relationships are forged, student and teacher wellbeing improves and parents
are more engaged with the school . Explicit teaching of values provides a
common ethical language for talking about interpersonal behavior. It also
provides a mechanism for self-regulated behavior. An important outcome is
a more settled school which enhances quality teaching and enables teachers
to raise expectations for student performance.
Local
Punzalan(2005) on her research investigated program design, learning
standards/ competencies, teacher attitudes, teaching-learning process and
activities, instructional materials related to the implementation of the new
Philippine BEC program for values integration. It attempted to answer the
following: (1) What core and related values are reflected in the following
instructional components of the various learning areas in the elementary and
secondary levels? (Learning competencies from grade 1-6, and 1st year-4th
year; Textbooks and Teachers' Manuals used in the various learning areas;
Classroom teaching and learning activities in the various learning areas and
grade/year levels; Co-curricular program plans of subject area departments).
(2) Do teachers in the various learning areas and in the different grade/year
levels have favorable or unfavorable attitude toward the integration of values

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in their teaching? (3) What teaching-learning strategies for values
integration, if any, are most frequently observed in the classes? (4) Based on
the data gathered, what strengths of the present program be sustained and
what weaknesses, if any, may be remediated through an enhanced program
for values integration? Based on the findings a program for the enhancement
of the values integration across subject areas is developed and forwarded to
the Department of Education for consideration.
Agusila (2002) revealed on her study the importance of enhancing the
processing skills of values education teachers through a seminar-workshop.
The study determined the profile of the teacher-respondents, the needs and
problems encountered in teaching values education and the usefulness of the
teaching strategies/methods used. Likewise, it sought to assess the
effectiveness of the processing skills possessed by the teacher-respondents.
Problems and needs were moderately encountered by the teachers. They also
rated moderately useful certain strategies/methods used in teaching values
education under Masbate National Comprehensive High School and Pablo
Ramon Memorial High School (Bataan) conditions. The different processing
skills possessed by the Values Education teachers pertaining to attending
skills, following skills, reflecting skills, assertion skills, I-message, and the
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Total Experiential Learning (TPEL) Approach were perceived very effective
in teaching values education.
C. Relationship of the Previous Studies to the Present Study
The recent study describes clearly the effective teaching strategies by
selected public secondary schools in teaching values education which needs
a planned and implemented program. This is in relation with the study of
Cheng (2001) which tells that education is usually planned and implemented
at the program; more attention should be given to the over-all teacher
effectiveness. As mentioned by Hidalgo(2006), building a culture of peace
should be an integrated design and partnerships among the government,
international organization, society government and the educational system.
The recent study examined the inclusion of values education in the
Philippine Curriculum as a main thrust which found support in our
constitution and our government which evokes nationalism and national
development. It is presently instilled in the integration of subjects or
disciplines. The development in our educational system shows that the main
concern of our education is how the students absorb and internalize desirable
values to produce effective and productive members of the society. This is in

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connection with what Pascoe (2002) had emphasized that values education
needs to prepare young people on the society. The studies are into a long
term effect of Values Education among the Filipinos.
Values education is seen to be a new curriculum experience under the
integrative learning in the Philippines. It is depicted as compressing
character education, moral education and development, education in the
virtues, social development and value training for youth. This idea is being
shared in the recent study and the study conducted by Taylor(2000).
Integrative teaching is the integration of other subjects or disciplines
under one subject MAKABAYAN which includes minor subjects like
values education. The recent study shows the effective teaching strategies
used by selected public secondary schools in teaching values education
which can be associated with the study of Talisayon (2009) wherein the
application of Science and Technology demands for disciplines applied in
other subject, both studies signifies that integrative learning can be effective
in promoting values education, however the recent study delimits its scope
to the minor subjects integrated with MAKABAYAN, Science is not a part
of it.
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Learning is always played by the learner and the teacher. The
researcher believes that teachers should be developed in teaching values
education to become part and parcel of mainstream schooling, the closest
possible links need to be found between it and the world of teachers and
schools. In connection, Zbar (2003) enable schools to develop and
demonstrate current practices in teaching values education, his study
provides an informed basis for principle and framework for improved values
education in school; make recommendations on a set of principle and
framework for improved values education provides snapshots, practices and
approaches. However, the recent study limits its scope in identifying the
teacher strategies in teaching values education and the values internalized by
the students by public secondary schools of Olongapo City. It also seeks for
the common problems encountered by teachers. This means that values
education is considered as clarifying valuies of situation and that problems
may arise from these situations; as cited by Aquino(2006). Punzalan (2005)
and Agusila (2002) both revealed the importance of enhancing the
processing skills of teachers. The use of instructional materials, learning
standards, teaching- learning process, and strategies all plays an important
role in teaching values education among our youth. The researcher agrees to
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it and collaborated this idea with the recent study wherein it shows the
effective teaching strategies and problems encountered in teaching values
education, from which the implications of the findings to improve
instructions had been divided.
The learners would best benefit to the improvement of teaching values
education. According to Veuglers (2000), students preferred teachers who
indicate that there were differences in values but were clear about their
preferences and values. It’s main point is somewhat similar with the recent
study which touches to identify problems encountered by teachers and
possible solutions had been sought from the respondents. Because of the
benefits that the learner could acquire from an effective values education
teaching, the recent study of Lee (2001) agrees that values transmission, if
placed an emphasis on approved values would emphasize the ways of
thinking and reasoning that the children need to acquire if they are to be
morally educated.
The data only shows that for the general mean, the strategies used in
Inculcation got an Occasionally rank.
A study was conducted by Yin-Chan(2007) measuring the effects of
Value Inculcation/ Internalization in a Military training School. Yin-Chan

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OLONGAPO CITY
created a framework that includes strategy acts as a way to organize the
efforts of the centralized, educational establishments (focusing on character
building and choice-making) and the decentralized, Service and formation-
led initiatives that act to strengthen the ethical climate and build values-
based professional communities in (and out) of the SAF. The study also
identified certain organizational learning tools and practices, example, story-
telling, values clarification, ethical decision making. Command-team
building, and community-of-practice knowledge-sharing, that are most
effectively applied at different segments of the Framework.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents and describes the research methodology. It
contains the method, the respondents, the instrument and its validation, the
administration of the instrument and the statistical treatment of data.
Research Method
The research design used in the study was the descriptive method.
According to Zulueta (2006) descriptive method focuses at the present
condition. The purpose is to find the new truth. The truth may have different
forms such as increased quantity of knowledge, new generalizations or “new
law”, an increased insight into factors which are operating, the discovery of
new causal relationship, or a more accurate formulation of the problem to be
solved. The researcher found this method as an appropriate method to use
since the study was concerned with the present status of the teaching of
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values education under the integrative learning system in selected public
secondary schools in Olongapo City. It utilized the survey technique, school
survey to be specific in a form of the types of instruments: The questionnaire
as the main instrument in gathering data, unstructured interviews and
personal observation were also employed as auxiliary methods of gathering
data which supported the result of the hypothesis test and support the
information gathered from the questionnaire.
Respondents
The study involved a total number of 40 teachers from the six (6)
public secondary high schools in Olongapo City which offers values
education as part of their curriculum. The respondents were composed of
Values Education teachers coming from six (6) various secondary schools in
Olongapo City such Olongapo City National High School, Gordon Heights
National High School, Kalalake National High School, New Cabalan
National High School, Barretto National High School, Sta. Rita High School
as shown in Table 1.
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OLONGAPO CITY
Table 1
Distribution of Respondents Per School
Public Secondary School No. of Respondents

Olongapo City National High School 8
Kalalake National High School 4
Barreto National High School 3
New Cabalan National High School 13
Sta. Rita High School 3
Gordon Heights National High School 9
Total 40
Instrument
To satisfy the aim and purpose of the study, the questionnaires were
given to 6 public secondary schools teachers handling values education form
them to fill- out. The researcher then conducted unstructured interviews after
they fill-out the questionnaires. The teachers were asked of their personal
assessment of the questionnaire, gave opinions, and stated problems
encountered and probable solutions. Questions were dealt by the researcher
accordingly. Main points and substance of the questions were explained to
gain clarity and definiteness of the questionnaire. The copies were
distributed, administered, and retrieved by the researcher personally.

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Data Gathering Procedure
A permit was secured from the principals, through the endorsement of
the dean of Columban College Graduate School and District Superintendent
for distribution of the survey-questionnaire to the respondents.
After the approval, the researcher went to the various public
secondary schools and personally distributed the survey-questionnaire to the
Values Education teachers. A total of two weeks were spent in the
distribution and retrieval of the survey form.
Statistical Treatment of Data
The data gathered were recorded, tabulated, and analyzed by means of
the following statistical measures:
1. Percentage. This was used to determine the proportion of the
teacher-respondents in terms of their personal-related variable.
Formula:
% = f/ n x 100
Where:
% = Percentage
f = Frequency
n = Total number of Cases

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100 = Constant values
2. Mean. This was used to determine the mean age and the final
weight of each item in the survey-questionaire.
Formula:
Weighted Mean X = ∑f x
Where:
X = weighted mean
f = frequency
x = individual score
n = number of cases
3. ANOVA. This was used to test if there is a significant variation in
the obtained teaching strategies and problem encountered in teaching values
education when they were grouped by school.
Formula: F= MSb
MSw
Where:
MSb = Mean Square Between
MSw = Mean Square Within

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Where:
MSb = SSB (Sum of Squares Between)
dfB (Degrees of Freedom Between)
MSw = SSW (Sum of Squares Within)
dfW (Degrees of Freedom Within)
dfB = K – 1
dfW = N total – K
Where:
K = The Number of Groups
N total = The Total Number of Scores in All Groups

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered and collated in this study. The
data were carefully interpreted and analyzed.
1. Profile
The following tables present the results of the survey conducted on
the profile of the respondents. The profile included the following: (1) Age,
(2) Gender, (3) Civil Status, (4) Highest Educational Attainment, (5) Length
of Service.
1.1Age
Table 2 displays the distribution of the respondents according to age.
The figures tell that twenty three or 57.5% of the respondents fell under the
41-45 age bracket; ten or 25% of the respondents fell under the age bracket
31-35; five or 12.5% of the respondents fell under the age bracket 36-40.
These figures only reveals that majority of the respondents were
between the 41-45 age bracket.

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Table 2
Distribution of Respondents by Age
Age F %
20-25 0 0
26-30 2 5
31-35 10 25
36-40 5 12.5
41-45 23 57.5
Total 40 100.00
1.2 Gender
Table 3 shows how the respondents’ gender was distributed. The data
reveals that three or 7.5 % were male, while thirty seven or 92.5% were
female. The figures show that there were more female respondents than the
male. This means that most of the teachers handling Values Education are
females. According to Isidro (1989) one of the salient features of the
teaching profession is the predominance of women teachers. Mills (2005)
cited on his study that even in today’s society, people hold views that men
who teach are not real men because ‘real men do not engage in activities that
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are characterized as feminine activities like working with children’. Drudy
(2005) affirmed that “teaching is doing what comes naturally to women” and
they have more suitable traits to be able fulfill the role of a teacher.
Table 3
Distribution of Respondents by Gender
Gender f %
Male 3 7.5
Female 37 92. 5
Total 40 100.00
1.3Civil Status
Table 4 shows that thirty one or 77.5 % of the respondents were
married; six or 15 % were single; 3 or 7.5 % were widowed.
Table 4
Distribution of Respondents by Civil Status
Civil Status F %
Single 6 15
Married 31 77.5
Separated 0 0
Widowed 3 7.5
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Total 40 100.00
1.4 Highest Educational Attainment
Table 5 shows the distribution of the highest educational attainment of
respondents. The data shows that twenty two or 55% of the respondents
were able to finish Bachelor of Science in Secondary Education, while ten or
25 % of the respondents were able to finish Master’s Degree and seven or
17.5 % of the respondents were able to finish non-education courses.
Table 5
Distribution of Respondents by Highest Educational Attainment
Highest Educational Attainment F %
Doctorate Degree 0 0
Master’s Degree 10 25
BSED 22 55
BEED 1 2.5
Others 7 17.5
Total 40 100.00
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1.5Specialization
Table 6 shows the distribution of the specialization of the respondents.
The data shows that twenty or 50 % of the respondents are not specialized in
Values Education nor specialized in other specialization included in the
choices shown, nine or 22.5 % of the respondents specialized in English,
five or 12.5 % of the respondents specialized in Values Education. The
figures tell us that many of the in-service teachers are handling subjects out
of their specialization. Ballentine (2008) asserted in her study that teachers
at the secondary school level are assigned to teach a substantial portion of
their weekly classes schedule out of specialty. For example, in public
schools, teachers, on average spend only about three quarter of their time
teaching in field in which they have a major or even minor.
Table 6
Distribution of Respondents by Specialization
Specialization f %
Values Education 5 12.5
English 9 22.5
Social Studies 4 10
Mathematics 2 5
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Physical Education 0 0
Others 20 50
Total 40 100.00
1.6 Length of Service
Table 7 displays the distribution of the respondents based on the
length of service. The figures tell that ten or 25 % of the respondents fell
under the bracket of 21- 25 length of service; nine or 22.5 % of the
respondents fell under the bracket of 11- 15 length of service; eight or 20%
of the respondents fell under the bracket of the 6-10 length of service. This
only means that the bigger number of respondents have been teaching for 25
years. Greenwald, Hedges, and Laine (1996), in their large meta-analysis of
the literature on school resources and student achievement, found significant
effects of teacher experience. Rowan (2002) found a significant effect of
teaching experience on reading and math outcomes in elementary school,
with larger effects for later elementary school than early elementary school.
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Table 7
Distribution of Respondents by Length of Service
Length of Service F %
1-5 7 17.5
6-10 8 20
11-15 9 22.5
16-20 6 15
21-25 10 25
Total 40 100.00
2. Strategies Used
The following tables present the results of the survey conducted on
the strategies used of the respondents. The strategies used included the
following: (1) Approaches, (2) Strategies used in Inculcation, (3) Strategies
used in Moral Development, (4) Strategies used in Value Clarification, (5)
Strategies used in Value analysis, (6) Strategies used in Action Learning, (7)
Transpersonal Approach.
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2.1 Approaches
Table 8 shows the computation of the Approaches used by the
respondents in teaching Values Education. For Moral Development, the
weighted mean was 4. 28, 4.18 for Value Clarification, 4.10 for Value
Analysis.
Table 8
Weighted Mean of Approaches
Approaches Wx DR
Inculcation 4.00 F
Moral Development 4.28 A
Value Clarification 4.18 F
Values Analysis 4.10 F
Action Learning 4.03 F
Transpersonal Approach 3.68 F
General Mean 4.04 F
The data shows that teachers use Moral Development as their
approach in teaching Values Education. The figures tell us that the general
mean of the approaches is 4.04, ranked as Frequently.

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Daeg de Mott (2006) said that Moral development involves the
formation of a system of values on which to base decisions concerning
"right" and "wrong, " or "good" and "bad." Values are underlying
assumptions about standards that govern moral decisions.
Muega(2010) on his research asked his respondents their conceptions
about Values Education. One of the conceptions was the concept of
Values/Moral Education as learning how to think critically in issues,
dilemmas or controversies (e.g., abortion, same sex marriage, cloning, and
animal rights). His study shown that 50 % of the 202 teachers of social
science and other subjects take Values/Moral Education as a case of values
transmission. Ninety-three (93) or 46.1% of this 202 respondents viewed
Values/Moral Education as either a case of non-religious or religious values
transmission, 94 (46.5 %) thought that it is critical thinking about values,
and 15 (7.4 %) thought that their ideas do not match any of the given
definition.
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2.2 Strategies Used in Inculcation
Table 9 reveals the computation of the strategies used in Inculcation.
For Positive Reinforcement, the weighted mean was 4.28, 3.95 for
Modeling, 3.80 both for Role Playing and Discovery Learning.
Table 9
Weighted Mean of Strategies used in Inculcation
Strategies Used for Wx DR

Inculcation
Modeling 3.95 F
Positive Reinforcement 4.28 A
Negative Reinforcement 2.70 O
Mocking 2.05 R
Nagging 1.95 R
Manipulating Alternative 2.75 O
Providing Incomplete or 2.78 O
biased data
Games and Simulation 3.60 F
Role Playing 3.80 F
Discovery Learning 3.80 F
Story Telling 3.75 F
General Mean 3.22 O
The data shows that the general mean of the strategies used in
Inculcation is 3.22, ranked Occasionally.
Perone (2003) on his study negates the positive effect of Positive

Reinforcement. According to him procedures classified as positive
reinforcement are generally regarded as more desirable than those classified
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as aversive—those that involve negative reinforcement or punishment. This

is a crude test of the desirability of a procedure to change or maintain
behavior. The problems can be identified on the basis of theory,
experimental analysis, and consideration of practical cases. Theoretically,
the distinction between positive and negative reinforcement has proven
difficult (some would say the distinction is untenable). When the distinction
is made purely in operational terms, experiments reveal that positive
reinforcement has aversive functions. On a practical level, positive
reinforcement can lead to deleterious effects, and it is implicated in a range
of personal and societal problems. These issues challenge us to identify
other criteria for judging behavioral procedures.
2.3 Strategies Used in Moral Development
Table 10 reveals the computation of the strategies used in Moral
Development. For Small Group Discussion, the weighted mean was 4.00,
3.43 for Moral Dilemma Episode, and 3.23 for Argumentative.
Table 10
Weighted Mean of Strategies used in Moral Development

Moral Development
Moral Dilemma 3.43 F

Episode
Small Group 4.00 F
Discussion
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Argumentative 3.23 O
Case Study 2.95 R
General Mean 3.40 F
The data only shows that the general mean of the strategies used in
Moral Development is 3.40, ranked as Frequently.
A study conducted by Sethuraman (1995) affirmed small group
discussion as an effective teaching-learning method. It may be defined as a
face-to-face interaction between members of a relatively small group. It is
democratic and demands activity on the part of the learner. The learner
discovers his strengths and weaknesses in comparison with fellow learners
and gains new insight. The major disadvantage of group discussion is the
necessity for an optimum teacher student ratio when conducted as a
teaching-learning method. Moreover, a poorly prepared or inexperienced
group is ineffective in providing meaningful interactions. In the present
study, the effectiveness of small group discussion as a revision exercise was
evaluated. We had included only 14–15 students in one group for better
interaction. As a revision exercise, the group discussion is expected to be
superior as the group is already prepared and experienced. We feel that prior
question making has made the student better prepared for an effective group
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discussion. The results of the present study provide evidence for the
effectiveness of small group discussion as a revision exercise for the first
year students in understanding amino acid metabolism. The fact that it was
equally beneficial for the low, medium, and high achievers adds to its
usefulness for revision. Since learner aptitude varies widely, some may find
the proceedings too fast or too slow, resulting in a heterogeneous outcome.
2.4 Strategies Used in Value Clarification
Table 11 reveals the computation of the strategies used in Value
Clarification. For Role Playing, the weighted mean was 3.90, 3.68 for In-
depth self-analysis exercise, Small Group Discussion and Clarifying
Response Strategy.
Table 11
Weighted Mean of Strategies used in Value Clarification

Value Clarification
Role Playing Games 3.90 F
Simulations 3.55 F
Contrived or real 3.45 F
value-laden situations
In-depth self-analysis 3.68 F
exercise
Sensitivity Activities 3.28 O
Out-of-class Activities 2.98 O
Small Group 3.68 F
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Discussion
Ranking 3.35 O
Group Dynamics 3.65 F
Clarifying Response 3.68 F
Strategy
General Mean 3.52 F
The data only shows that for the general mean, the strategies used in
Value Clarification got a weighted mean of 3.90, ranked as Frequently.
Blank (1985) found out on his study the effects that role playing, case
studies, and simulation games had on the performance of students. The
results for the experiment concerning use of a role-playing exercise provide
some insight into the impact of that teaching aid and possibly others.
Although role playing had a small direct effect on exam scores, covering
only the relevant topic (a 3 percent increase on scores concerning price
determination), course total scores from the experiment improved 4.6
percent, on average. An analysis of variance (ANOVA) of the scores from
the control and experimental groups found a statistical difference at the 90%
significance level. Written comments made by students evaluating the
course indicate that role playing may have raised student enjoyment enough
to have had a significant indirect effect on course grades. Seventy-three
percent of participants mentioned the exercise in their answer to the open

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ended question, "What were the most favorable attributes of the course?"
Only 3 percent listed the exercise as one of the "least favorable" attributes in
response to the next question on the course evaluation form.
2.5 Strategies Used in Value Analysis
Table 12 reveals the computation of the strategies used in Value
Analysis. For Structured rational discussion that demands application of
reasons as well as evidence, the weighted mean was 3.80, 3.60 for Testing
Principles, and 3.53 for Analyzing analogous cases.
Table 12
Weighted Mean of Strategies used in Value Analysis
Strategies Used in Value Wx DR

Analysis
Structured rational discussion 3.80 F
that demands application of
reasons as well as evidence
Testing principles 3.60 F
Analyzing analogous cases 3.53 F
Debate 3.45 F
Research 3.15 O
Individual or group study 3.10 O
library
Field with rational class 3.08 O
discussions
General Mean 3.39 O
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The data shows that for the general mean, the strategies used in Value
Analysis got a weighted mean of 3.39, ranked Occasionally.
Aquino (2006) cited three different approaches to value analysis and
clarification which illustrate teaching strategies in the affective domain. The
first was a systematic and rational approach that called for analysis of
relevant data in detail. The second was designed for identifying values in
topics under the study. The third approach had become useful in clarifying
values in variety of situations.
2.6. Strategies Used in Action Learning
Table 13 reveals the computation of the Strategies used in Action
Learning. For Role Playing Games, the weighted mean was 3.85, 3.80 for
Small Group Discussion, and 3.65 for Group Dynamics.
Table 13
Weighted Mean of Strategies Used in Action Learning
Strategies Used in Wx DR
Action Learning
Action Project within the 3.33 O
School/Community
Skills practice in 3.50 F
organizing a group
Analyzing analogous 3.25 O
cases
Debate 3.28 O
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Research 3.10 O
Small Group Discussion 3.80 F
Ranking 3.20 O
Group Dynamics 3.65 F
Role Playing Games 3.85 F
Simulations 3.48 F
General Mean 3.44 F
The data shows that for the general weighted mean, the strategies used
in Action Learning got a weighted mean of 3.44, ranked Frequently.
Dilworth (2003) claimed to engage in action learning, students be
given opportunities to find and engage with real problems. Action learning
students typically work in organizations in which serious efforts are being
made to address actual, challenging problems. This environment is seldom
found in the classroom, forcing action learning instructors to find relevant
activities outside the ivory tower. Institutions must be linked to
environments where useful action learning experiences can be found, and
provide access to these for their students. The pressures on instructors,
departments, and institutions as a whole can be imagined. The author also
claimed that Action learning really is not so much a method of teaching as it
is a method of empowering experienced employees to apply their knowledge
directly to problems, thereby solving them, improving morale, and

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increasing the company’s efficiency. This is not to say that action learning
has no application in post-secondary or higher education. In fact, the authors
report using action learning in “capstone” courses, which take students
outside the usual lecture-seminar process and “thrust[s] them into the heart
of organizational crises” . As they encounter real problems, learn from and
with each other, help set the agenda, and, most importantly, experience the
trust and mutual support typical of the classroom participants are able to
practice the tenets of action learning andragogically. Not surprisingly, the
authors report that the experience of action learning under these
circumstances is highly motivating and deeply affecting. In exploring
unfamiliar problems collaboratively, students ask fresh questions. Rather
than formulas or prescriptions, the process teaches students to focus on the
problem at hand and what is happening.
2.7 Strategies Used in Transpersonal Approach
Table 14 reveals the computation of the Strategies used in
Transpersonal Approach. For Creativity, the weighted mean was 3.78, 3.68
for Awareness Activities, and 3.35 for Rest and Relaxation.

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Table 14
Weighted Mean of Strategies Used in Transpersonal Approach

Transpersonal
Approach
Rest and Relaxation 3.35 O
Activities
Meditation 3.15 O
Brief Fantasizing 3.13 O
Imagination 3.33 O
Creativity 3.78 F
Mind Games 3.30 O
Awareness Activities 3.68 F
General Mean 3.39 O
The data shows that for the general weighted mean, the strategies used
in Transpersonal Approach got a weighted mean of 3.44, ranked
Occasionaly.
PNU AFFECTIVE- COGNITIVE EXPERIENCE described
Transpersonal Approach assist in developing among students a higher level
of consciousness and spiritual upliftment. It underscores the process of self
discovery and the significance of self-actualization to become a fully
functioning person.
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3. Problems Encountered
The following tables present the results of the survey conducted
on the problems encountered by the respondents.
3.1 Problems Encountered in Preparation and Use of Materials
and Equipment
Table 14
Weighted Mean of Problems Encountered in Preparation and
Use of Materials and Equipment
Problems Encountered in Wx DR
Preparation and Use of
Materials and Equipment
Lack of textbooks 3.43 S
Lack of Equipment like TV, 2.80 MS
Computer, DVD/VCD,
digital camera, OHP , LCD
and Internet
Lack of supplies like 2.50 NS
cartolina, manila paper,
marker, crayons and coupon
bond
Lack of teacher’s guide 2.83 MS
General Mean 2.89 NS
It can be gleaned from the table that, lack of textbooks got the highest
weighted mean of 3.43, ranked Serious, in the problems encountered in
preparation and use of materials and equipment.

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Apple (1991) claimed that in the United States 75% of instructional
time in secondary school classrooms and 90% of time assigned to homework
involves the use of text materials. The studies reported in this paper
measured the approximate time texts are used as a basis of classroom
activities in a range of secondary school subjects. Apple (1991) on his study
demonstrated that although there is a wide range in the amount of time texts
are used in different subjects there is extensive classroom use of texts by
teachers in both Government and Non-Government schools.
3.2 Problems Encountered in Teacher’s Professional Development
Table 15
Weighted Mean of Problems Encountered in Teacher’s Professional
Development
Teacher’s Professional
Development
Lack of in-service training 2.90 MS
Lack of learning materials 3.10 MS
like updated books,
magazines for the teachers
Lack of trainings or 3.13 MS
seminars conducted outside
the school
Lack of supervision from 2.18 NS
the Head/Coordinator
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General Mean 2.83 MS
Jacob (2002) stated that while there is a substantial literature on the
relationship between general teacher characteristics and student learning,
school districts and states often rely on in-service teacher training as a part
of school reform efforts. Recent school reform efforts in Chicago provide an
opportunity to examine in-service training using a quasi-experimental
research design. The study used a regression discontinuity strategy to
estimate the effect of teacher training on the math and reading performance
of elementary students. We find that marginal increases in-service training
have no statistically or academically significant effect on either reading or
math achievement, suggesting that modest investments in staff development
may not be sufficient to increase the achievement of elementary school
children in high poverty schools.
Abdullah (2009) on his study that was undertaken in Caprivi region,
Namibia determined the effect the Basic Education Teacher Diploma
Programme (BETD) on teacher productivity as well as sought to understand
whether self-esteem can moderate the relationship between teacher training
and productivity. The study also sought to find out the best predictors for
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teacher productivity. Drawing the sample from 225 school managers and
teachers from primary, combined and junior secondary schools respectively,
data were collected using three questionnaires. The findings of this research
indicated that teacher training has a partial relationship with productivity,
while self-esteem partially moderates all the relationship between teacher
training and productivity. Further, the best predictors for teacher
productivity were teaching skills and responsibility. The deduction from the
study seems to poignantly point to the fact that BETD teacher training in
Namibia does not automatically and necessarily lead to teacher productivity.
3.3 Problems Encountered in Teacher’s Preparation
Table 16
Weighted Mean of Problems Encountered in
Teacher’s Preparation
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Lack of action plan for the 2.33 NS
entire school year
Lack simple activities in 2.50 NS
teacher’s guide book
The subject is not his/her 2.78 MS
specialization
Lacks familiarity with the 2.78 MS
latest and effective
teaching strategies in
teaching Value Education
Limited knowledge about 2.63 MS
manipulating latest
technology e.g. TV,
computer, DVD/VCD,
digital camera and Internet
Lack of time preparing 3.00 MS
instructional materials
because of overloaded
teaching hours.
3.4 Problems Encountered in Time Allotment and Preparation
Table 17
Weighted Mean of the Problems Encountered
in Time Allotment and Physical Environment
Time Allotment and
Physical Environment
The amount of time allotted 3.03 MS
for VE under
MAKABAYAN
Limited time for activity 3.25 MS
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inside the classroom

Limited Space to conduct 3.00 MS
activity
Over-crowded classroom 3.45 S
Classroom is not properly 2.70 MS
ventilated
It can be gleaned from the table that, over-crowded classroom got the
highest weighted mean of 3.45, ranked as Serious, in the problems
encountered in time allotment and physical environment.
The study conducted in Tennessee called Student/Teacher
Achievement Ratio, or STAR (1990) used 11,600 students and 1,300
teachers in 76 schools and 42 districts took part in the experiment. At each
grade level, kindergarten to third grade, a controlled study was conducted to
test whether small classes of 13 to 17 students had a positive impact on
student achievement (relative to regular-sized classes of 22 to 26 students).
STAR data indicated that small classes led to statistically significant
improvements in reading and mathematics, and benefits were greatest for
students who started in small classes early (full-day kindergarten or first
grade).
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Zurawsky (2003) there is no doubt that small classes can deliver
lasting benefits, especially for minority and low-income students. However,
they are not a cure-all for low academic achievement, and they may not
always be the best use of scarce resources. In weighing the pros and cons of
a class-size reduction plan, policymakers will want to measure the costs of
class-size reduction against other possible uses of the same funds.
3.5 Problems Encountered in Parental Involvement
Table 18
Weighted Mean of Problems Encountered in
Parental Involvement
Conflict among the values 3.53 S
taught at home, at school or
within the environment.
Families do not reinforce 3.50 S
the values taught at school
Parents attitude regarding 3.20 MS
Values Education
Lack of time spent with the 3.48 S
children
General Mean 3.43 S
The table shows that conflict among the values taught at home, at school or
within the environment got highest weighted mean of 3.53, ranked as
Serious. It also shows that the general weighted mean of the problems
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encountered in parental involvement got a general mean of 3.43, ranked as
Serious.
Weissbourd (2009) confirmed the roles of school, teachers and parents
in building a school for driving moral growth of adults and students,
“U.S. public schools were originally conceived not solely as an engine of
academic success. They were intended chiefly to cultivate in students a
certain ideal of character. Public schools were charged with the
responsibility of taking rising waves of poor urban and immigrant children
and molding them into responsible, upright citizens. Today, the expectation
that schools cultivate character and social responsibility is again widespread.
Legions of U.S. schools have invested in packaged character-education
programs of one kind or another that tout such values as discipline, self-
control, responsibility for others and fairness. Numerous programs focus
specifically on generating in students a sense of social responsibility. What’s
the heart of children’s moral development is not the capacity of teachers or
other adults to teach values or social responsibility; rather it is the nature of
the relationships that schools establish.
3.6 Recommendations
Table 19
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OLONGAPO CITY
Distribution of Respondents by Recommendations
Recommendations F %
Educational activities for 24 60
teachers, families and students
should be designed.
Sample texts and activities 30 75

within the program and
teacher’s guidebook should be
increased.
Technological components like 32 80
TV, Computer, Digital Camera,
DVD/VCD and the
Internet should be provided.
Continuous in-service trainings 28 70
that discuss latest teaching
strategies and effective
instructional materials in
teaching Values Education
should be imposed
Other subjects should reflect 23 57.5

support to Values Education
The time allotted for the 24 60
teaching of Values Education
should be increased in a week.
Values Education courses for 23 57.5
teachers should be offered more
frequently
Supplies for instructional 33 82.5
materials should be provided by
the school.
Field Trips should be 14 35
implemented.
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OLONGAPO CITY
The table shows that thirty three or 82.5 % of the teachers
recommended that supplies for instructional materials should be provided by
the school, thirty or 75 % of the teachers recommended that sample texts and
activities within the program and teacher’s guidebook should be increased,
twenty- eight or 70 % of the teachers recommended that continuous in-
service trainings that discuss latest teaching strategies and effective
instructional materials in teaching Values Education should be imposed.
4. Significant variations on the teaching strategies and on the problems
encountered by the teachers when grouped by school.
Table 20
ANOVA (F- test) Results for the Significant Variations on the Teaching
Strategies and Problems Encountered When Grouped by School
(ά = 0.05 where CV = 2.49)
Sum of Mean
Variables df F Sig. Decision
Squares Square
Between
Approaches 2.741 5 .548
Groups Accept Ho
1.363 .263
Within Groups 13.675 34 .402 (Not Significant)
Total 16.416 39
Strategies in Between
8.233 5 1.647
Inculcation Groups Reject Ho
4.840 .002
Within Groups 11.566 34 .340 (Significant)
Total 19.798 39
3.950 5 .790
Moral Groups
Accept Ho
Development Within Groups 15.900 34 .468 1.689 .164
(Not Significant)
Total 19.850 39
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OLONGAPO CITY
2.411 5 .482
Value Groups
Accept Ho
Clarification Within Groups 9.787 34 .288 1.675 .167
(Not Significant)
Total 12.198 39
6.482 5 1.296
Value Analysis Groups Reject Ho
3.371 .014
Within Groups 13.077 34 .385 (Significant)
Total 19.559 39
4.203 5 .841
Action Groups
Accept Ho
Learning Within Groups 16.988 34 .500 1.682 .166
(Not Significant)
Total 21.191 39
9.246 5 1.849
Transpersonal Groups
Reject Ho
Approach Within Groups 16.518 34 .486 3.806 .008
(Significant)
Total 25.763 39
Problems in Between
16.343 5 3.269
Preparation Groups
Reject Ho
and Use of Within Groups 30.900 34 .909 3.597 .010
(Significant)
Materials and
Equipment Total 47.244 39
Problems in Between
10.717 5 2.143
Teacher’s Groups Accept Ho
1.649 .174
Professional Within Groups 44.183 34 1.299 (Not Significant)
Development Total 54.900 39
Problems in Between
9.300 5 1.860
Teacher’s Groups
Accept Ho
Preparation Within Groups 43.477 34 1.279 1.455 .230
(Not Significant)
Total 52.778 39
Problems in Between
11.889 5 2.378
Time Groups
Reject Ho
Allotment Within Groups 20.742 34 .610 3.897 .007
(Significant)
And Physical
Environment Total 32.631 39
Problems on Between
1.804 5 .361
Parents’ Groups
Accept Ho
Involvement Within Groups 25.721 34 .757 .477 .791
(Not Significant)
Total 27.525 39
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OLONGAPO CITY
Based on the preceding table, the computed F- value for the variations
in the approaches used by Values Education teachers when grouped
according to school is 1. 363, which is lower than the critical value of 2.49 at
0.05 level of significance. The null hypothesis is accepted. There is no
significant variation in the approaches used by Values Education teachers
when grouped according to school.
The computed F-value for the variations in the strategies used in
Inculcation by Values Education teachers when grouped according to school
is 4.840, which is greater than the critical value of 2.49 at 0.05 level of
significance. The null hypothesis is rejected. There is a significant variation
in the strategies used in Inculcation by Values Education teachers when
grouped according to school.
Moral Development by Values Education teachers when grouped according
to school is 1.689, which is lower than the critical value of 2.49 at 0.05 level
of significance. The null hypothesis is accepted. There is no significant
variation in the strategies used in Moral Development by Values Education
teachers when grouped according to school.

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OLONGAPO CITY
Value Clarification by Values Education teachers when grouped according
to school is 1.675, which is lower than the critical value of 2.49 at 0.05 level
of significance. The null hypothesis is accepted. There is no significant
variation in the strategies used in Moral Development by Values Education
Value Analysis by Values Education teachers when grouped according to
school is 3.371, which is greater than the critical value of 2.49 at 0.05 level
of significance. The null hypothesis is rejected. There is a significant
variation in the strategies used in Value Analysis by Values Education
Action Learning by Values Education teachers when grouped according to
school is 1.682, which is lower than the critical value of 2.49 at 0.05 level of
significance. The null hypothesis is accepted. There is no significant
variation in the strategies used in Value Analysis by Values Education

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OLONGAPO CITY
Transpersonal Approach by Values Education teachers when grouped
according to school is 3.806, which is greater than the critical value of 2.49
at 0.05 level of significance. The null hypothesis is rejected. There is a
significant variation in the strategies used in Value Analysis by Values
Education teachers when grouped according to school.
The computed F-value for the variations in the problems in
preparation and use of materials and equipment when grouped according to
school is 3.597, which is greater than the critical value of 2.49 at 0.05 level
of significance. The null hypothesis is rejected. There is a significant
variation in the problems in preparation and use of materials and equipment
when grouped according to school.
The computed F-value for the variations in the problems in teacher’s
professional development when grouped according to school is 1.649, which
is lower than the critical value of 2.49 at 0.05 level of significance. The null
hypothesis is accepted. There is no significant variation in the problems in
preparation and use of materials and equipment when grouped according to
school.
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OLONGAPO CITY
The computed F-value for the variations in the problems in teacher’s
preparation when grouped according to school is 1.455, which is lower than
the critical value of 2.49 at 0.05 level of significance. The null hypothesis is
accepted. There is no significant variation in the problems in preparation and
use of materials and equipment when grouped according to school.
The computed F-value for the variations in the problems in time
allotment and physical environment when grouped according to school is
3.897, which is greater than the critical value of 2.49 at 0.05 level of
significance. The null hypothesis is rejected. There is a significant variation
in the problems in time allotment and physical environment when grouped
according to school.
The computed F-value for the variations in the problems in parental
involvement when grouped according to school is .477, which is lower than
the critical value of 2.49 at 0.05 level of significance. The null hypothesis is
accepted. There is no significant variation in the problems in time allotment
and physical environment when grouped according to school.

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OLONGAPO CITY
5. Implications of the study towards effective teaching of Values
Education
Throughout the discussion it has been pointed out by experts and
leaders in Values Education the importance of the subject in the curriculum.
Cruz (2003) reminds the stakeholders in education that Filipino, English,
Mathematics and Science are simple linguistic instruments for advancing
one’s learning in different areas of interest. Mastering all these tool subjects
will not suffice in order to count as an educated person. Values Education as
conceived is likewise an instrument whose purpose is to get the students to
imbibe pre-selected values. The slogan of the Department of Education says
it all: “‘Bawat graduate, bayani at marangal (Every graduate, a hero and is
honorable).” Broken down into specific values taught in Values Education,
this slogan means that every product of the public school system will be
“makabayan, makatao, makakalikasan, at maka- Diyos.”

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OLONGAPO CITY
The need to ensure the effectiveness of the teaching of Values
Education is a challenge to teachers handling the subject. Teachers are
expected to deliver quality education to the students, to do that, there must
be quality teaching. Hattie (2003) has recommended to systems responsible
for the education of young people: I therefore suggest that we should focus
on the greatest source of variance that can make the difference – the teacher.
We need to ensure that this greatest 5 influence is optimized to have
powerful and sensationally positive effects on the learner.
The teachers handling Values Education subject in the selected public
secondary schools in Olongapo City identified the strategies used and
problems encountered in the teaching of Values Education.
The study revealed that teachers handling Values Education use the
following approaches: Inculcation, Moral Development, Value Clarification,
Value Analysis, Action Learning and Transpersonal Approach. The findings
suggest that there is no significant variation when grouped by school to the
approaches used by teachers.
The study reveals that Positive Reinforcement got the highest
weighted mean of 4.28, ranked as Always, as one of the strategies use in

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OLONGAPO CITY
Inculcation. The findings suggest that there is a significant variation when
grouped by school to the strategies used in Inculcation by teachers.
The study disclosed that Small Group Discussion got the highest
weighted mean of 4.00, ranked as Frequently, as one of the strategies use in
Moral Development. The findings suggest that there is no significant
variation when grouped by school to the strategies used in Moral
Development by teachers.
The study shows that Role Playing Games got the highest weighted
mean of 3.90, ranked as Frequently, as one of the strategies use in Value
Clarification. The findings suggest that there is no significant variation when
grouped by school to the strategies used in Value Clarification by teachers.
The study reveals that Structured rational discussion that demands
application of reasons got the highest weighted mean of 3.80, ranked as
Frequently, as one of the strategies use in Value Analysis. The findings
suggest that there is a significant variation when grouped by school to the
strategies used in Inculcation by teachers.
The study shows that Role Playing Games got the highest weighted mean of
3.85, ranked as Frequently, as one of the strategies use in Action Learning.
The findings suggest that there is no significant variation when grouped by

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OLONGAPO CITY
school to the strategies used in Inculcation by teachers. Huitt (1992) claimed
that problem-solving/decision making model and related techniques that can
served as a sound beginning for Action Learning. The techniques involve (1)
Input Phase – a problem is perceives and an attempt is made to understand
the situation or problem, (2) Processing Phase-alternatives are generated and
evaluated and a solution is , (3) Output Phase- includes planning for and
implementing the solution, (4) Review Phase - the solution is evaluated and
modifications are made, if necessary.
The study reveals that Creativity got the highest weighted mean of
3.78, ranked as Frequently, as one of the strategies use in Transpersonal
Approach. The findings suggest that there is significant variation when
grouped by school to the strategies used in Transpersonal Approach by
teachers.
The study revealed that teachers handling Values Education
encountered problems in the following: Preparation and Use of Instructional
Materials and Equipment, Teacher’s Professional Development, Teacher’s
Preparation, Time Allotment and Physical Environment, and Parental
Involvement.
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OLONGAPO CITY
The study shows that, lack of textbooks got the highest weighted
mean of 3. 43, ranked as Serious, as one of the problems in preparation and
use of instructional materials and equipment. The figures tell that there is a
significant variation when grouped by school to the problem encountered in
preparation and used of instructional materials and equipment.
The study sows that, lack of trainings or seminars conducted outside
the school got the highest weighted mean of 3.13, ranked as Moderately
Serious, as one of the problems in Teacher’s Development. The figures tell
that there is no significant variation when grouped by school to the problem
encountered in teacher’s professional development.
The study shows that, lack of time preparing instructional materials
because of overloaded teaching hours got the highest weighted mean of 3.0,
ranked as Moderately Serious. It can also be gleaned from the study that
there is no significant variation when grouped by school to the problem
encountered in teacher’s preparation.
The study reveals that, over-crowded classroom got the highest
weighted mean of 3.45, ranked as Serious. The study also reveals that there
is a significant variation when grouped by school to the problem

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OLONGAPO CITY
The study discloses that, conflict among the values taught at home, at
school or within the environment got the highest weighted mean of 3.53,
ranked as Serious. The study shows that there is no significant variation
when grouped by school to the problem encountered in parental
involvement. De Leon (1995) on his study emphasizes the role of the parents
in the Values Education program of the school. He recommended the
following: (1) the academic school personnel should be guided by the idea
that teachers are also value inculcators, hence their credentials and
background should be in keeping with such role; (2) school administrators
should model good values by actively interacting more with students; (3)
parents should have an active participation in formulating policies for
character development; and (4) school administrators should fine tune the
function of Theology in order to get the students to confer a positively
higher value judgment on their faith.
The study also asked the teachers as to their recommendations to the
identified problems. The figures tell that thirty three or 82.5 % of the
teachers recommended that supplies for instructional materials should be
provided by the school, thirty or 75 % of the teachers recommended that
sample texts and activities within the program and teacher’s guidebook
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OLONGAPO CITY
should be increased, twenty- eight or 70 % of the teachers recommended that
continuous in-service trainings that discuss latest teaching strategies and
effective instructional materials in teaching Values Education should be
imposed.
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This last chapter presents the summary, conclusion and
recommendation.
Summary
The purpose of the study was to identify the strategies used and the
problems encountered by Values Education teachers in selected secondary
schools in the division of Olongapo.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of:

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OLONGAPO CITY
1.1 Age;
1.2 Gender;
1.3 Civil status;
1.4 Highest educational attainment;
1.5 Length of service;
1.6 Area of specialization;
2. What teaching strategies are used by the respondents in teaching values
education?
3. What problems are encountered by the respondents in teaching values
education under the integrative learning system?
3.1 Preparation and Use of Materials and Equipment
3.2 Teacher’s Professional Development
3.3 Teacher’s Preparation
3.4 Time allotment and Physical Environment
3.5 Parental Involvement
4. Is there significant variation on the teaching strategies and on the
problems encountered by the teachers when grouped by the school?
5. What are the implications of the findings of the study towards effective
teaching of values education?

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OLONGAPO CITY
Findings
1. Profile of the respondents
Majority of the respondents fell under the age bracket of 41-45. Most
of the respondents were female. There were 92.5 % of them while the male
were 7.5 % of the total number of respondents. Most of the respondents were
married. There were 77.5 % of them while 15 % of them are single. Majority
of the respondents were able to finish Bachelor of Science in Secondary
Education. There were 55 % of them while 25 % of them finish Master’s
Degree. Majority of the respondents were specializing not in Values
Education. There were 72.5 % of them, only 12.5 % of the respondents
specialize in Values Education. Majority of the respondents fell under the
bracket of 21-25 years of teaching. There were 25 % of them while 22.5%of
them fell under the bracket of 11-15 years of teaching.
2. What are the teaching strategies are used by the respondents in
teaching values education?
Majority of the respondents used Moral Development as the
approach in teaching Values Education. Moral Development got a weighted
mean of 4.28, ranked as Always. Majority of the respondents use Positive
Reinforcement as a strategy for Inculcation. Positive Reinforcement got a

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OLONGAPO CITY
weighted mean of 4.28, ranked as Always. Majority of the respondents use
Role Playing Games as a strategy for Value Clarification. Role playing
games got a weighted mean of 3.90, ranked as Frequently. Majority of the
respondents use Structured Rational Discussion that demands Application of
Reasons as a strategy for Value Analysis use Structured Rational Discussion
that demands Application of Reasons got a weighted mean of 3.80, ranked
as Frequently. Majority of the respondents use structured Role Playing
Games as a strategy for Action Learning. Creativity got a weighted mean of
3.78, ranked as Frequently. Majority of the respondents use structured Role
Playing Games as a strategy for Transpersonal Approach. Creativity got a
weighted mean of 3.85, ranked as Frequently.
3. What problems are encountered by the respondents in teaching
values education?
3.1 For the problems encountered in Preparation and Use of
Materials and equipment, lack of textbooks got the highest weighted mean
of 3. 43, ranked as Serious.
3.2 For the problems encountered in Teacher’s Professional
Development, lack of trainings or seminars conducted outside the school
got a weighted mean of 3.13, ranked as Moderately Serious.

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OLONGAPO CITY
3.3 For the problems encountered in Teacher’s Preparation, lack of
time preparing instructional materials because of overloaded teaching hours
got the highest weighted mean of 3.00, ranked as Moderately Serious.
3.4 For the problems encountered in Time allotment and Physical
Environment, Over-crowded classroom got the highest weighted mean of 3.
45, ranked as Serious.
3.5 For the problems encountered in Parental Involvement, conflict
among the values taught at home, at school or within the environment got
the highest weighted mean of 3.53, ranked as Serious.
4. Significant variations on the teaching strategies and on the
problems encountered by the teachers when grouped by school.
4.1 There is no significant variation on the approaches used by
4.2. There is significant variation on the strategies used in
Inculcation by teachers when grouped according to school.
4.3 There is no significant variation on the strategies used in Moral
Development by teachers when grouped according to school.
4.4 There is no significant variation on the strategies used in Value
Clarification by teachers when grouped according to school.

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OLONGAPO CITY
4.5 There is a significant variation on the strategies used in Value
Analysis by teachers when grouped according to school.
4.6 There is no significant variation on the strategies used Action
Learning by teachers when grouped according to school.
4.7 There is a significant variation on the strategies used in
Transpersonal Approach by teachers when grouped according to school.
4.8 There is a significant variation on the problems encountered in
preparation and use of materials and equipment by teachers when grouped
4.9 There is no significant variation on the problems encountered in
Teacher’s Professional Development by teachers when grouped according to
school.
4.10 There is no significant variation on the problems encountered
in Teacher’s Preparation by teachers when grouped according to school.
4.11 There is a significant variation on the problems encountered in
Time Allotment and Physical Environment by teachers when grouped
4.12 There is no significant variation on the problems encountered
in Parents’ Involvement by teachers when grouped according to school.

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OLONGAPO CITY
5. Implications of the study towards effective teaching of Values

Education
Throughout the discussion it has been pointed out by experts
and leaders in Values Education the importance of the subject in the
curriculum. The need to ensure the effectiveness of the teaching of Values
Education is a challenge to teachers handling the subject. Teachers are
expected to deliver quality education to the students, to do that, there must
be quality teaching.
Studies show that teachers’ influence should optimize to ensure quality
teaching.
The teachers handling Values Education subject in the selected public
secondary schools in Olongapo City identified the strategies used and
problems encountered in the teaching of Values Education.
The study revealed that teachers handling Values Education use the
following approaches: Inculcation, Moral Development, Value Clarification,
Value Analysis, Action Learning and Transpersonal Approach. The findings
suggest that there is no significant variation when grouped by school to the
approaches used by teachers.

92
OLONGAPO CITY
The study reveals that Positive Reinforcement got the highest
weighted mean of 4.28, ranked as Always, as one of the strategies use in
Inculcation. The findings suggest that there is a significant variation when
grouped by school to the strategies used in Inculcation by teachers.
The study disclosed that Small Group Discussion got the highest
weighted mean of 4.00, ranked as Frequently, as one of the strategies use in
Moral Development. The findings suggest that there is no significant
variation when grouped by school to the strategies used in Moral
Development by teachers.
The study shows that Role Playing Games got the highest weighted
mean of 3.90, ranked as Frequently, as one of the strategies used in Value
Clarification. The findings suggest that there is no significant variation when
grouped by school to the strategies used in Value Clarification by teachers.
The study reveals that Structured rational discussion that demands
application of reasons got the highest weighted mean of 3.80, ranked as
Frequently, as one of the strategies use in Value Analysis. The findings
suggest that there is a significant variation when grouped by school to the
strategies used in Inculcation by teachers.

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OLONGAPO CITY
The study shows that Role Playing Games got the highest weighted mean of
3.85, ranked as Frequently, as one of the strategies use in Action Learning.
The findings suggest that there is no significant variation when grouped by
school to the strategies used in Inculcation by teachers.
The study reveals that Creativity got the highest weighted mean of
3.78, ranked as Frequently, as one of the strategies use in Transpersonal
Approach. The findings suggest that there is significant variation when
grouped by school to the strategies used in Transpersonal Approach by
teachers.
The study revealed that teachers handling Values Education
encountered problems in the following: Preparation and Use of Instructional
Materials and Equipment, Teacher’s Professional Development, Teacher’s
Preparation, Time Allotment and Physical Environment, and Parental
Involvement.
The study shows that, lack of textbooks got the highest weighted
mean of 3. 43, ranked as Serious, as one of the problems in preparation and
use of instructional materials and equipment. The figures tell that there is a
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OLONGAPO CITY
significant variation when grouped by school to the problem encountered in
preparation and used of instructional materials and equipment.
The study sows that, lack of trainings or seminars conducted outside
the school got the highest weighted mean of 3.13, ranked as Moderately
Serious, as one of the problems in Teacher’s Development. The figures tell
that there is no significant variation when grouped by school to the problem
encountered in teacher’s professional development.
The study shows that, lack of time preparing instructional materials
because of overloaded teaching hours got the highest weighted mean of 3.0,
ranked as Moderately Serious. It can also be gleaned from the study that
there is no significant variation when grouped by school to the problem
encountered in teacher’s preparation.
The study reveals that, over-crowded classroom got the highest
weighted mean of 3.45, ranked as Serious. The study also reveals that there
is a significant variation when grouped by school to the problem
The study discloses that, conflict among the values taught at home, at
school or within the environment got the highest weighted mean of 3.53,
ranked as Serious. The study shows that there is no significant variation

95
OLONGAPO CITY
when grouped by school to the problem encountered in parental
involvement.
The study also asked the teachers as to their recommendations to the
identified problems. The figures tell that thirty three or 82.5 % of the
teachers recommended that supplies for instructional materials should be
provided by the school, thirty or 75 % of the teachers recommended that
sample texts and activities within the program and teacher’s guidebook
should be increased, twenty- eight or 70 % of the teachers recommended that
continuous in-service trainings that discuss latest teaching strategies and
effective instructional materials in teaching Values Education should be
imposed.
Conclusions
1. Majority of the respondents fell under the age bracket of 41-45;
they are mostly female; mostly married; mostly finished Bachelor of Science
in Secondary Education; mostly did not specialize in Values Education;
mostly fell under the bracket of 21-25 years of teaching.
2. Values Education teachers use the approach Moral Development;
Positive Reinforcement as the strategy in Inculcation; Small- Group
Discussion as a strategy in Moral Development; Role Playing Games as a

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OLONGAPO CITY
strategy in Value Clarification; Structured rational discussion that demands
application of reasons as an strategy in Value Analysis; Role Playing Games
as a strategy in Action Learning; Creativity as a strategy in Transpersonal
Approach.
3. Values Education teachers encountered the problem of lack of
textbook; lack of trainings or seminars conducted outside the school; lack of
time preparing instructional materials because of overloaded teaching hours;
over-crowded classroom; conflict among the values taught at home, at
school or within the environment.
4. There is a significant variation on the strategies used in
Inculcation, Values Analysis and Transpersonal Approach when grouped
according to school. There is no significant variation on the strategies used
in Moral Development, Value Clarification and Action Learning.
5. There is a significant variation on the problems encountered on
Preparation and Use of Materials and Equipment, and Time Allotment and
Physical Environment when grouped according to school. There is no
significant variation on the problems encountered on Teacher’s Professional
Development, Teacher’s Preparation and Parental Involvement when
grouped according to school.

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OLONGAPO CITY
6. Values Education teachers recommended that supplies for
instructional materials should be provided by the school; Technological
components like TV, Computer, Digital Camera, DVD/VCD and the
Internet should be provided; Sample texts and activities within the program
and teacher’s guidebook should be increased.
Recommendations
1. In-service training of the teachers should be part of the Values
Education Program of the school.
2. In-service training should involve the methods and strategies for
effectively delivering instruction to the students.
3. Teacher’s guidebook which has sample activities should be
increased and provided by the school.
4. Technological components like computer, Digital Camera,
DVD/VCD and the Internet should be provided
4. Parents involvement in the creation of Values Education
Program should be encouraged.

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OLONGAPO CITY
5. A related research or study associated with the measurement of
the effectiveness of the identified strategies used by Values Education
teachers.
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OLONGAPO CITY
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teachers through a seminar-workshop”, 2002, Miriam College, Philippines
Barragán, Paola C. “Happiness and Education A Research on Values Based

Education”, 2008, Universidad de las Américas, Puebla, México
De Leon, Manuel V. “Influence of family, school, and societal values on

student values of Marist schools in the Philippines: Implications for
educational policies and practices on basic education”, 1995, University of
the Philippines, Diliman,Philippines.
Fyffe. L. R. “An Investigation of Primary School Children with High and

Low Values Scores and the Development of and Instrument to Measure
Children’s Values” , 2006, Faculty of Education, Griffith University.
Hawkes, Neil. “Evidence of the impact of Values Education”, 2009,

University of Newcastle, Australia
Johnson, P. ‘A metacognitive-affective approach to values education’, 2002

University of Melbourne
Pascoe S. 2002 - Pascoe, S. (2002), (ed), Values in Education, College Year

Book , 2002, Australian College of Educators, ACT
Lovat, Terence “Values Education and Teacher’s Work: A Quality

Teaching”, 2009, University of Newcastle, Australia
Muega, M. “Values/Moral Education: Current Conceptions and Practices in

Philippines Schools”, University of the Philippines, College of Education,
2010
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Punsalan, Twila “A Study of School-Based Values Integration Program in

the Philippines”, 2005, Philippine Normal University, Philippines
Sethuraman, K. R “Medical Education: Principles and Practice,

National teacher training centre”, 1995, Jawaharlal Institute of Postgraduate
Medical Education and Research, Pondicherry, India,
Whitehurst, G. “Scientifically Based Research on Teacher Quality: Research

on Teacher Preparation and Professional Development”, 2002
Word, E., et al “Student/Teacher Achievement Ratio (STAR): Tennessee’s

K–3Class-Size Study”, 1990, Tennessee State Department of Education,
Nashville, TN
Yin-Chan, K. “Measuring the Effects of Values Internalization in a Military

Training School”, SAFTI Military School, Singapore, 2007
Zbar, Vic “Values Education Study”, 2003, Carlton South Victoria,

Australia
C. Online References
Talisayon, Serafin D. “Philippine Philosophical Studies I: Values Education

and Teaching Language” [Online] Available
http://www.crvp.org/book/Series03/III-7/chapter_xiii.htm , 2009
Mamanglu, Shiannie. “Importance of values education cited at meet in

historic landmark Manila Hotel” [Online] Available manila-
bulletin/mi_7968/is_2006_August_8/importance-values-education-cited-
meet/ai_n34361340/, 2006
Morte, Nonette. “DECS- Values Education Program” [Online] Available

http://www.valueseducation.net/vep.htm, 2005
Perone M. “Negative effects of positive reinforcement ” [Online] Available

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2731445/, 2003
103
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Daeg de Mott, D “Moral Development” Encyclopedia of Psychology,

[Online] Available http://findarticles.com/p/articles/mi_g2699/is_0005/,
2001
APPENDICES
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Respondent’s Profile
Name
Gender
Male
Female
Civil Status
Single
Married
Separated
Widowed
Age
20-25
26-30
31-35
36-40
41-45
Highest Educational Attainment
Doctorate Degree
Master’s Degree
BSED
BEED
Others(please specify)
Specialization
Values Education
English
Social Studies
Mathematics
Physical Education
Others(Please specify)
Length of Service
1-5
6-10
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11-15
16-20
21-25
School where you teach
Olongapo City National High School
Kalalake National High School
Barretto National High School
New Cabalan National High School
Sta. Rita National High School
Gordon Heights National High School
I. Approaches and Strategies
Direction: Please check the number corresponding to your answer. Supply a complete answer whenever
they are required.
Always = 5
Frequently = 4
Occasionally = 3
Rarely = 2
Never = 1
Approaches
5 4 3 2 1
Inculcation
Moral Development
Value Clarification
Value Analysis
Action Learning
Transpersonal Approach
Strategies used in Inculcation

5 4 3 2 1
Modeling
Positive Reinforcement
Negative Reinforcement
Mocking
Nagging
Manipulating alternative
Providing Incomplete or biased data
Games and Simulation
Role Playing
Discovery learning
Story Telling
Strategies used in Moral Development
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5 4 3 2 1
Moral Dilemma Episode
Small Group Discussion
Argumentative
Case Study
Strategies used in Value Clarification
5 4 3 2 1
Role Playing Games
Simulations
Contrived or real value-laden situations
In-depth self-analysis exercise
Sensitivity Activities
Out-of-class Activities
Ranking
Group Dynamics
Clarifying Response Strategy
Strategies used in Value Analysis
5 4 3 2 1
Structured rational discussion that demands application
of reasons as well as evidence
Testing principles
Analyzing analogous cases
Debate
Research
Individual or group study library
Field with rational class discussions
Strategies used in Action Learning
5 4 3 2 1
Action Project within the School/Community
Skills practice in organizing a group
Analyzing analogous cases
Debate
Research
Ranking
Group Dynamics
Role Playing Games
Simulations
Strategies used in Transpersonal Approach
5 4 3 2 1
Rest and Relaxation Activities
Meditation
Brief Fantasizing
Imagination
Creativity
Mind Games
Awareness Activities
II. Problems Encountered

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Direction: Please check the number corresponding to your answer. Supply a complete answer whenever
they are required.
Serious = 5
Very Serious = 4
Moderately Serious = 3
Not Serious = 2
Not a Problem at all = 1
Preparation and use of Materials and Equipment

5 4 3 2 1
Lack of textbooks
Lack of Equipment like TV, Computer,
DVD/VCD, digital camera, OHP , LCD and
Internet
Lack of supplies like cartolina, manila paper,
marker, crayons and coupon bond
Lack of teacher’s guide
Teacher’s Professional Development
5 4 3 2 1
Lack of in-service training
Lack of learning materials like updated books,
magazines for the teachers
Lack of trainings or seminars conducted outside
the school
Lack of supervision from the Head/Coordinator
5 4 3 2 1
Lack of action plan for the entire school year
Lack simple activities in teacher’s guide book
The subject is not his/her specialization
Lacks familiarity with the latest and effective
teaching strategies in teaching Value Education
Limited knowledge about manipulating latest
technology e.g. TV, computer, DVD/VCD,
digital camera and Internet
Lack of time preparing instructional materials
because of overloaded teaching hours.
Time Allotment and Physical Environment
5 4 3 2 1
The amount of time allotted for VE under
MAKABAYAN
Limited time for activity inside the classroom
Limited Space to conduct activity
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Over-crowded classroom
Classroom is not properly ventilated
5 4 3 2 1
Conflict among the values taught at home, at
school or within the environment.
Families do not reinforce the values taught at
school
Parents attitude regarding Values Education
Lack of time spent with the children
III. Suggestions/Recommendations
Direction: Below is the list of recommendations to improve the teaching of Values Education under the
integrative learning system. Check the corresponding blank to the recommendation you are in favor of.
__________ Educational activities for teachers, families and students should be designed.
__________ Sample texts and activities within the program and teacher’s guidebook should be increased.
__________ Technological components like TV, Computer, Digital Camera, DVD/VCD and the
Internet should be provided.
__________ Continuous in-service trainings that discuss latest teaching strategies and effective
instructional materials in teaching Values Education should be imposed
__________Other subjects should reflect support to Values Education
__________ The time allotted for the teaching of Values Education should be increased in a week.
__________ Values Education courses for teachers should be offered more frequently
__________ Supplies for instructional materials should be provided by the school.
__________ Field Trips should be implemented.

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February 14, 2011
Dr. Ligaya B. Monato, Ed.D. , CESO V

Schools Superintendent
Olongapo City
Dear Dr. Monato,
I am a Graduate School student of Columban College, Olongapo City and presently conducting a
research study entitled, “Strategies Used and Problems Encountered by Values Education
Teachers in Selected Public Secondary Schools in the Division of Olongapo City.”
In this regard, may I humbly seek your permission to administer the attached questionnaire to the
following secondary schools:
1. Olongapo City National High School

2. Gordon Heights National High School
3. Kalalake National High School
4. New Cabalan National High School
5. Barretto National High School
6. Sta. Rita High School
Please be rest assured that whatever result the study will yield will be treated with utmost
confidentiality and will be used for research purposes only.
Thank you very much for the support you will extend in this scholarly undertaking.
Very truly yours,
Ms. Grace O. Yanson
Noted:
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OLONGAPO CITY
(SGD.) Dr. Narcisa R. Figuerres, Ed. D.

Faculty Adviser, Columban College Graduate School
(SGD.) Dr. David Cababaro Bueno, Ed. D.

Dean, Columban College Graduate School
Approved:
_____________________________
(SGD.) Dr. Ligaya B. Monato, Ed.D.
February 15, 2011
Dr. Helen Aggabao, Ed.D.

Principal
Olongapo City National High School
Olongapo City
Dear Dr. Aggabao.,
I am a Graduate School student of Columban College, Olongapo City and presently conducting a
research study entitled, “Strategies Used and Problems Encountered by Values Education
Teachers in Selected Public Secondary Schools in the Division of Olongapo City.”
With the kind approval of Dr. Monato, I wish to respectfully seek permission from your office
about the matter relative to the administration of the attached questionnaire to your Values
Education teachers.
I assure that whatever result the study will yield will be treated with utmost confidentiality and
will be used for research purposes only.
Thank you very much for the support you will extend in this scholarly undertaking.
Very truly yours,
Ms. Grace O. Yanson
Approved:
111
OLONGAPO CITY
___________________________
(SGD.) Dr. Helen Aggabao, Ed.D.
CURRICULUM VITAE
112
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CURRICULUM VITAE
Name Grace O. Yanson
Civil Status Single
Date of Birth 20 December 1976
Place of Birth Olongapo City
Home Address 1472-c Tabacuhan Sta. Rita

Olongapo City
Parents
Father Editho A. Yanson
Mother Estrella O. Yanson
EDUCATIONAL BACKGROUND
Elementary Mabayuan Elementary School (1988)
Secondary Olongapo City National High School (1993)
Tertiary Columban College (1997)

Bachelor of Science in Secondary Education
Religious and Values Education
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OLONGAPO CITY
Graduate Columban College

Master of Arts in Education
Major in Educational Administration
WORK EXPERIENCE
Instructor June 1999 – October 1999

AMA Computer Learning Center
Instructor/ November 2000- December 2001

Curriculum Developer Freeport Institute for Research Science and Technology
Faculty Head January 2002- June 2005

Freeport Institute for Research Science and Technology
Technical Dept. Head July 2005- May 2008

Freeport Institute for Research Science and Technology
Instructor I June 2008- present

Gordon College
114
OLONGAPO CITY
115
OLONGAPO CITY
116
OLONGAPO CITY
117
OLONGAPO CITY

Columban College Graduate School Olongapo City

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1

COLUMBAN COLLEGE GRADUATE SCHOOL

THE PROBLEM AND ITS SETTING

Values is anything that we chose from a set of alternatives, perceived

Education is valuable for one, it directs his behavior in accomplishing

website, values command in one an inner commitment, which in turn

judging what certain action or attitude is correct or not. Therefore it is clear

how important that there be an appropriate framework as well as strategy for

providing the content and operational guidelines for implementing a Values

Education Program. Values Education Programs translate values from

daily lives, practice actualize these values.

Recent situation in our country clearly calls for reexamination and

reconstruction of the value system of the Filipinos. Moral deterioration is

hope of the nation, must be directed to be a responsible citizen, a productive

to be considered as the tool that can bring national development. Education

qualities will surely be acquired by our youth. Therefore, the need to

Since the inclusion of values education in the Philippine curriculum,

Values Education a main thrust which found support in the Philippine

held values as stated in the Preamble. During the President Aquino’s

sixth grade in elementary and four years in secondary education. Values

Education became a separate subject studied everyday like filipino, english,

science and mathematics. In 1992, during the time of President Ramos,

under the “Moral Recovery Program”, it strengthened Values Education

program as an educational section evoking nationalism and national

development. Though it followed the same framework, the values taught in

Values Education became more subdivided. The development of the

framework known as Value Map is composed of classified core values and

BEC (Basic Education Curriculum). Today, values education is carried out

in the new integrated learning subject “MAKABAYAN” which consists of

minor subjects namely Social Studies, Technology and Home Economics,

before when Values Education was taught as an individual subject everyday,

private elementary and secondary schools.

The Department of Education recommended the integration of subjects or

disciplines taught comprehensively despite the decreased time allotted to it.

The Department of Education calls this integrative teaching. But

MAKABAYAN still requires different teachers to handle different subjects

under the MAKABAYAN.

Education is how the students absorb and internalize desirable values to

produce effective and productive members of the society. Therefore it leads

us to ask: How values education is taught to students under the integrative

problems encountered by Values Education teachers in selected public

secondary schools in the division of Olongapo City.

Olongapo City is located in the province of Zambales, Region III,

Central Luzon , Philippines. The latest census, Olongapo has a total

population of 227,270 people and 43,107 households. Olongapo City is

politically subdivided into 17 barangays.

States naval reservation.

In 1959, it became a municipality through the efforts of the late

Asian Institute of Management.

more than 40,000 students enrolled both in elementary and secondary.

Olongapo City has a total of 83 schools wherein 27 are public elementary

schools, 12 public high schools, 31 private elementary schools and 13

secondary schools in Olongapo City namely: Olongapo City National High

School, Gordon Heights National High School, Kalalake National High

barangays of Olongapo City particularly in East Tapinac, Gordon Heights,

New Cabalan, Sta. Rita, Barretto, and New Kalalake.

Statement of the Problems

The study had been conducted to determine status of teaching

strategies used and problems encountered in teaching of values education

in selected public secondary schools in the Division of Olongapo City as

perceived by teachers handling values education. Specifically, the study

endeavored to answer the following questions: