Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

APPROVAL SHEET

This to certify that the research entitled: Effectiveness of Homeroom Guidance

Program to the Personality Development of the Grade 9 Students

by GRACE R. ANDAYA, NICO T. COMPAS, RUBEN J. EXCIJA, LAWRENCE

B. JOVILLANO, REALYN B. LABANGCO, JUDIELYN L. MONASTERIAL,

CARLA G. MORCOSO, MELODY L. SAN JOSE

(Researcher/s)

of MANANGLE HIGH SCHOOL

(School)

will be evaluated and will be approved by the Schools Research Committee (SRC).

Given this ___ day of _______________, 20 __ at Manangle High School of Sipocot

Camarines Sur.

MONA ELA L. PATIAM MARY ANN A. TED

Research Adviser Research Teacher

MANUEL S. PATIAM

Secondary School Principal I

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

I. CONTEXT AND RATIONALE

Homeroom Guidance is an essential tool to be more effective in developing

learner’s academic, personal-social and career development. Moral values empower an

individual to perform better with human intentions, motives, acts, and relationships with

other individuals.

Personality development is a process of developing and enhancing an individual’s

personality and helps an individual to gain confidence and high self-esteem. Also, to have

positive impact on one’s communication skills and the way he/she sees the world.

Individual tend to develop a positive attitude as a result of personality development.

According to (Bleidorn, 2017) Personality changes throughout the life course and

change is often caused by environmental influences, such as critical life events. It can

change as a result of intrinsic factors such as genetics and extrinsic factors such as the

environment around us.

According to (Llego, 2021) Homeroom Guidance is a responsive program that

equips learners with competencies to address issues not included in the formal learning

areas but is very essential to their development. Learners who go through Homeroom

Guidance have been found to have significantly decreased inappropriate behaviors and

demonstrate positive attitudes toward school as compared to those learners who were not

part of the school counseling program.

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

Homeroom Guidance aimed to provide assistance in academic development,

personal and social development and career development of the students. Although this is

not part of academic achievement however, it served as enrichment activity to help

students decide wisely for their future aspiration (Licupa, 2020). According to (Schwartz,

2019) during the pandemic the Department of Education initiated the Homeroom

Guidance to help the teachers to reach out to their students and give the interventions

they needed.

Values such as perseverance, self-control, respect, honesty, generosity, kindness,

politeness and integrity help a person to become a better individual and a citizen

(Prasanna, 2020). Values have been considered as core values in education, particularly

developing countries, like Turkey. In this context, governments have focused on the

creation or development of individualistic to survive in a competitive environment, at

schools. They have given priority to educate or training (Unal, 2016).

DepEd Memo-OUCI-2021-346 Revised Implementation of Homeroom Guidance

(HG) during Crisis Situation Homeroom Guidance is a comprehensive and development

program design to equip K to 12 learners with the life skills in academic, personal, social

and in career development its main goal is to produce holistically developed Filipinos.

Revised Implementation of Homeroom Guidance in school year 2021-2022 during crisis accounting
the needed preparations such as orientation, capacity-building, learning materials development and
the like, the Department deemed it necessary to offer new program to learners Kindergarten to Senior
High School with select competencies that are lifted directly from Homeroom Guidance Curriculum.
However, its full implementation which includes the complete curriculum, policy and learning
materials will be made available at the start of School Year 2022-2023

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

Core Values is a set of values needed for a democratic community to create

desired habits and virtues of citizenship. Thus, educational values should establish a

society based on tolerance, respect, justice, freedom, and human dignity, which in return

is going to create socially committed (Morales – Vives et al., 2013).

The researchers will conduct this study to assess the problems in the values of the

students and how it emerged the problem of Values and the problems in the 21 st century

the researchers are urge to conduct this research to assess the status of values education

of the students in Manangle National High School. The researchers will help the students

to improve their values which are the Grade 9 students but to improve their own values.

The Grade 9 students should cooperate to the researchers.

II. ACTION RESEARCH QUESTIONS

GRADE 9 PRE-TEST

Always Often Sometimes Seldom Weighted

Items (4) (3) (2) (1) Mean

1. 25 8 4 0 3.56

2. 22 10 5 0 3.45

3. 18 10 9 0 3.24

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

4. 22 7 8 0 3.37

5. 24 8 5 0 3.51

6. 16 10 11 0 4.48

7. 17 11 8 1 3.48

8. 20 8 9 0 3.29

9. 9 16 12 0 3.35

10. 12 14 11 0 2.57

11. 26 6 4 1 3.54

12. 16 15 6 0 1.94

13. 22 10 4 1

14. 21 6 10 0

15. 14 13 10 0

16. 16 13 8 0

17. 7 14 15 1

18. 17 13 7 0

19. 24 7 6 0

20. 21 10 6 0

TOTAL:

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

GRADE 9 POST-TEST

Items Always Often Sometimes Seldom Weighted

(4) (3) (2) (1) Mean
1. 24 8 5 0
2. 21 11 3 2
3. 20 5 12 0
4. 8 17 11 1

5. 23 8 5 1

6. 24 5 7 1

7. 12 15 10 0

8. 19 10 8 0

9. 15 14 8 0

10. 16 12 9 0

11. 14 3 3 0

12. 18 9 9 1

13. 13 13 10 1

14. 11 20 6 0

15. 18 11 5 3

16. 9 17 10 1

17. 17 9 9 2

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

18. 19 12 6 0

19. 12 15 10 0

20. 12 16 9 0

RUBRICS

4 - Developed
3 - Developing
2 - Improving
1 - Need Improvement

Statement of the Problem

Specifically, it will seek to answer the following questions:

1. What are the Homeroom Guidance Program learner’s development initial

assessment?

2. What are the strategies implemented to improve the personality of the students?

3. What are the effectiveness of Homeroom Guidance Program to the students

personality?

EXPECTED OUTPUT:

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

1. If there are improvement of values of the students through survey with the use of

checklist questionnaire.

2. If there are development in the personality of the Grade 9 students that the

proposed interventions are being applied by the students, which is the Wall of

Good Deeds, Project Agapay and Modulinang.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

1. Project AGAPAY – putting signage in every corner of the school to see if the

students is responsible, that also includes in our “Modulinang which is indicated

in the Homeroom Guidance Program modules” and to see if there are

improvement in their personality.

Asal at

Gabay

Ating

Palawakin

Aralin ay

pagYamanin
Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9
Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

2. WALL OF GOOD DEEDS – the students can post their experience, emotions,

feeling in their everyday also the researchers give them an assignment every

Friday to find or search online about someone who does Good Deeds to see, learn

also to understand what are Good Deeds in every person’s life.

3. MODULINANG – the researchers will distribute modules of Homeroom

Guidance Program to be lessoned with the use of Humanistic Approach and

Inductive Approach to the students.

IV. ACTION RESEARCH METHODS

This action research will employ descriptive research method in discussing responses of

the following research questions 1.) What are the Homeroom Guidance Program learner’s

development initial assessment? 2.) What are the strategies implemented to improve the

personality of the students? 3.) What are the effectiveness of Homeroom Guidance

Program to the students personality?

a. Participants and/or other Sources of Data Information – the 47 Grade 9

students of Manangle National High School will directly be involved in

this action research. Aside from them, the classroom teachers who

observed their respective students of being

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

b. Data Gathering Methods- checklist questionnaire to identify what are the

factors that highly affect the values of the students by using the weighted

mean and tabular.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

Activities and Strategies Time Frame Persons Resource Means of

Involved Requirements Verification
(MoV)
PRE-IMPLEMENTATION PLAN
ASSESS STAGE
Step 1: Group 5 conducted the pre- 03-02-23 Group 5 Bond Paper Completed
assessment to the Grade 9 Printer
Step 2: Get Organized 1-19-23 Group 5 Bond Paper The Group 5
Printer submitted the
Folders draft of their
Project
Proposal and
Action Plan
Submit Group 5 Project Proposal 02-01-23 Group 5 Printed Approved
and Action Plan 1] Project Project
Proposal Proposal
2] Action Approved
Plan Action Plan
Step 2: Lesson Plan 03-24-23 Group 5 Bond Paper The Group 5
Printer make a Lesson
Load Plan about the
Ballpen Homeroom
Guidance
modules
Submit Group 5 Lesson Plan 03-28-23 Group 5 Printed The Group 5
1] Lesson submitted their
Plan lesson plan
Step 4: Group 5 asked the teachers 04-04-23 Group 5 Printed Approved
to juror the Lesson Plan that they 1] Printed Lesson Plan
make
IMPLEMENTATION PLAN
ACT STAGE
Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9
Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

Step 5: Group 5 asked for 04-04-23 Group 5 Bond Paper Approved

permission to take the time of the Ballpen
subject of the Grade 9 Students Printer
Step 6: Group 5 started to 04-04-23 to Group 5 Bond Paper Lessoned
implement their project 04-14-23 Printer
“Modulinang” to the Grade 9 Ballpen
Students using the Lesson Plan Manila Paper
that they make Pentel Pen
Chalk Board
Tape
Step 7: Group 5 started to 04-11-23 to Group 5 Bond Paper Completed
implement their project “WALL 04-20-23 Printer Activity write-
OF GOOD DEEDS” to the Grade Colored up and
9 Students Paper improved PPT
Scissor presentation

Step 8: Group 5 started to 04-14-23 to Group 5 Bamboo Completed

implement their project 04-20-23 Stick
“PROJECT AGAPAY” Sack
Pentel Pen
Wire
POST-IMPLEMENTATION
Step 9: Prepare and submit action 04-20-23 to Group 5 Bond Paper
research 04-25-23 Printer
Step 10: Group 5 distributed their 04-20-23 Group 5 Bond Paper Completed
post-test to the Grade 9 Students Printer

VI. COST ESTIMATES

Item Quantity Unit price Total price

1. Bond paper long 2 reams P 200.00 P 400.00

2. Pentel Pen 2 pcs P 15.00 P30

3. Chalk 5 pcs P 1.00 P 5.00

4. Colored Paper 30 pcs P 2.00 P 60.00

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

5. Manila Paper 5 pcs P 6.00 P 30.00

6. Tape 2 pcs P 12.00 P 24.00

7. Bond paper short 3 reams P 600.00 P 600.00

8. Printer Service 3 sessions 200 per set P 600.00

9. Load P 500.00 P 500.00

10. White Fabric 1 pc P 40.00 P 40.00

11. Nail ½ kl P 20.00 P 20.00

12. Ballpen 5 pcs P 35.00 P 35.0

13. Folder 8 pcs P 80.00 P 80.00

TOTAL P 1,315.00

VII. PLANS FOR DISSEMINATION AND UTILIZATION

Research Dissemination Plan

Data Utilization Plan

VIII. REFERENCES- the following references were used in this action research

proposal.

Prasanna, (2020). Moral Values for Students and Children in English.

https://www.aplustopper.com/moral-values/

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
MANANGLE NATIONAL HIGH SCHOOL
Manangle, Sipocot Camarines Sur

Bleidorn, W., (2018). Life events and personality trait Change. J. Pers. 86, 83-96.

https://doi.org/10.1111/jopy .12286

Llego, (2021). Implementation of the Homeroom Guidance Program.

https://doi.org/9283.99.4/87

Licupa, (2020). Homeroom Guidance Program for students.

https://www.journals.com/1905015

Unal L. I. (2016). Educational science articles. In Unal L. I., Kocak Usluel Y. (Eds.), A

gift to Prof. Dr. Mustafa Aydin (pp. 141-158). Gazi Bookstore.

https://journals.sagepub.com/doi/full/10.1177/21582440211014485

Morales-Vives F., Camps M., Lorenzo-Seva U. (2013). To what extent do student

teachers have the values required for the profession? Research Papers in Education,

28(5), 595-608. https://doi.org/10.1080/02671522.2012.689319

Submitted by:

Effectiveness of Homeroom Guidance Program to the Personality Development of the Grade 9

Students
by ANDAYA, COMPAS, EXCIJA, JOVILLANO, LABANGCO, MONASTERIAL,
MORCOSO, SAN JOSE