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ACKNOWLEDGEMENT

MARY M. VICENTE D.H.L. President, Bestlink College of the Philippines, for inspiring and impressing in the mind of the researcher to be must diligent to make and also inculcate to the mind of the individual researcher the importance of this research work CHARLIE I. CARINO PH.D, Vice president, Director for instruction, Bestlink College of the Philippines, for his support and guide to make this research work. ENGR. DIOSDADO T. LLENO, School Director, Director for non- instruction for his support and concern critism in making a scholarly output. MAXIMA D.C MITRA, PH.D, Crad Director for her assistance and versatile ideas from the start of this study until its completion this research works. AMELIA S. ABLEN PH.D, Dean, College of Teacher Education, for her support and teach to make this research work. And also to guide us the importance of this research work. MINERVA A. ABLEN,MAED, Thesis adviser for her technical advice that gave this work a professional touch and clear direction; for her support, genuine concern and flexible efforts to make this research work; to help and correct this research work. Member and Panel of Examiners. For their graceful effort in evaluating this study which has improved its content and substance.
Above all. TO THE ALMIGHTY GOD, who showered the peaceful knowledge and capability to make all things possible. To guide us and gave a wisdom of knowledge to finish it.

DEDICATION

We dedicate this thesis to the following:
To our parents, who their always give a financial support, love and guidance.
To our teachers, who gave wisdom of knowledge and teaches us to make this research work. To our friends who give different ideas and perception in this research work.
And lastly to future researcher to dedicate this endeavor to you to use it and to make guide this thesis.

EFFECTS OF VALUES EDUCATION TO THE BEHAVIOR OF SELECTED GRADE VI PUPILS AT COMMONWEALTH ELEMENTARY
SCHOOL IN ACADEMIC
YEAR 2015-2016

A Thesis
Presented to the
FACULTY OF TEACHER EDUCATION BESTLINK COLLEGE OF THE PHILIPPINES

In Partial Fulfillment of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION

By:
Carillo, Beverlyn C.
Gonzales, Princess Joy F.
Lorenzo, Maria Luisa C.
Mandalones, Jomaristel S.
Velasquez, Judy Ann V.

October, 2015
APPROVAL SHEET

Thesis entitled, “EFFECTS VALUES EDUCATION TO THE BEHAVIOR GRADE VI PUPILS IN COMMONWEALTH ELEMENTARY SCHOOL QUEZON CITY ACADEMIC YEAR 2015-2016”prepared and submitted by BEVERLYN C. CARILLO PRINCESS JOY F. GONZALES, MARIA LUISA C. LORENZO, JOMARISTEL S. MANDALONES, JUDY ANN V. VELASQUEZ has been approved and accepted In partial fulfillment of the requirements for the degree of BACHELOR OF ELEMENTARY EDUCATION.

MRS.MINERVA A. BELEN, MA.Ed Adviser PANEL OF EXAMINERS Approved and accepted by committee on oral examination with the grade of on

LUCIA NARAG, Ph. D
Chairman
AMELIA S. ABLEN, Ph. D
Member

CHARLIE I. CARINO, Ph. D
Member
EDMUNDO DELOS SANTOS, Ph. D.Unit
Member
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Education is values means the cultivation of affectivity, leading the education through exposure to an experience of value and of the valuable - “R. Aquino”
Parents and teachers play a basic role in the development of children’s behavior and the interpretation of values in their life. The totality of the children’s behavior depends on how parents raised them. It is expected that the parents invest on a good behavior in the children. Values education can affect to the behavior of children because values has a great influence in the mind of children, children are like wet clay: they can be easily molded by the persons who handle them early in life. Children need parental guidance, love and care in nurturing their mind and in the proper development of their personality. There are many types of values education that they can apply in their lives. Many pupils do not appreciate the importance of values education is importance in their life because there is a hindrance. In 21st century everything changes like the style of cloths, music, technology and even behavior of the pupils. This generation has a big difference compare in the past generation.
What do you think are the reasons behind those changes especially with the behavior of the pupils? Do you think it has a big impact to the values of the pupils in our generation now? Why some pupils do not use “po” and “Opo”? Why they didn’t know how to be respectful to other person? You are on the road to moral development when you strive to develop your potential, your love ,care for yourself and make this love flow to others you lead a virtuous life, and as you advance in age you also advance in your emotional, social, intellectual and spiritual development .

STATEMENT OF THE PROBLEMS
This study aims to determine the Effects of Values Education to the Behavior of Selected Grade VI at Commonwealth Elementary School, Quezon City. During the Academic Year 2015-2016
Specifically, it sought to answer the following questions: 1. What is the profile of the respondents: 2.1. Gender 2.2. Age 2.3. Religious Affiliation 2.4. Social Economic Status 2.5. Occupation of their parents 2. What are the common manifested behaviors of Grade VI pupils as to: 3.6. Environment 3.7. Family 3.8. School 3.9. Church 3. What are the types of Values Education? 4.10. Personal Values 4.11. Family Values 4.12. Socio-Cultural Values 4.13. Material Values 4.14. Spiritual Values 4. What is the purpose of teaching Values Education? 5. What are the appropriate teaching methods in teaching Values Education?

ASSUMPTIONS

The following assumptions are formulated: 1. The data are valid and reliable. 2. The common manifested behaviors of Grade VI pupils. 3. The types of Values Education. 4. The purpose of teaching Values Education. 5. The appropriate teaching methods in teaching Values Education.

SIGNIFICANCE OF THE STUDY

This study is very important to all people who are considering partners in educating child behavior.
PARENT this study will help the parents gain better understanding of this different, parenting style, teaching methods and mold the behavior of pupils. It also helps to evaluating the different negative behavior of pupils. We become aware of the individuality of their pupils. And become role in molding to the pupils to become good citizens of the country. TEACHER can become more considerate to pupils whom they know come from different homes and are raise with different parenting styles. It will also give them the knowledge on how to exercise their behavior in the class. It would help them understand the individual differences among pupils behavior. Through this study teachers maybe made to realize that they are there to help pupils, not to discriminate against them. It will also give a clearer point of view to the teacher that she/he is a model of good attitudes and wholesome personality whom pupils are more likely to imitate.
For other researchers, the insight gain from this study can serve as a springboard in conducting researches on better topics for discussion or write-ups. It can also provide the opportunity to write materials that would aid teachers, pupils and parents understand one another.

SCOPE AND DELIMITATIONOF THE STUDY

This research is focused on the EFFECTS OF VALUES EDUCATION TO THE BEHAVIOR OF SELECTED GRADE VI PUPILS IN COMMONWEALTH ELEMENTARY SCHOOL, QUEZON CITY ACADEMIC YEAR 2015-2016. DEFINITION OF TERMS

To gain a clearer understanding of the study, the following terms are defined:

Academic Achievement
This refers to the scholastics performance of the pupil as shown in the “form 138 progress report card”. Parent This refers to the biological mother / father of the child and also to help children to mold their behavior.
Pupils
This refers to the respondent and student in the school.
Behavior
This refers the way of the children acts oneself.
Values
This refers to distinguish the behavior of a children.
Values Education It is the subject that the researcher wanted to know.
Family
Is the small unit of society and it is also the foundation of nation.
School
This refers the school for children educating.
Effects
This refers that the things causes.
Teacher
This refers a person who teaches in the children.

Values Teacher
This refers to the person who teaches proper values to the children.
Family Values
This refers the children perceived to their family.
Morality
This refers to the children acts between right and wrong behavior.
School Administrator This refers to the better understand the problem of the pupils.
Parental Involvement Defined as parental discourse with pupils about their education or studies and parental assistance with schoolwork.
Moral Values
Defined as an individual’s belief about whether a given risk behavior in morally wrong.
Values Education Is learning about self and wisdom of life?
School
An institution for educating children.
Values Teacher
A person who teaches values education in school.
Family Values
Is defined as the moral and ethical principle.
Morality
Principles concerning the distinction between right and wrong or good and bad behavior.
Guidance
Advice or information aims to resolving a problem.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, the researchers present related studies and literature which were taken from unpublished theses, relevant materials like pamphlets, booklet, values education book. They contained all possible facts, laws, theories, hypotheses, concepts, and observations that served as basis for the need to undertake the study.
LITERATURE is a term used to describe written or spoken materials. The term is commonly used to refer to words of the creative imagination including works of poetry, drama, fiction, and non fiction. Literature is the art of written works. It is the body of written works of a language period or culture. Literature is published in written works in a particular style or particular subject. Literature is the mirror of life. Our lives and the entire subject that are related to our lives can be subject matters or elements of literature. So we can get the touch with our lives through literature.
LOCAL to know what local related literature is the correct answer it is important to know what the location is. There is not any way to know what the right answer is without knowing the location. Values education is important to every human being it will help us to mold their personality development.
Vick (2004) these binaries of right and wrong restrict the ways in which students can define test their own values.
Gilbert (2004) that values can be categorized as beliefs, guides to behavior.
Edward (2001) teachers and students temporarily attach themselves to educational space and subject position.
Apple (2004) schooling is characterized the different values education.
Cortes (2001) is a potent factor in man’s endeavor. It is rather innate or acquired, constructive or destructive. Innate in the sense that man’s behavior is generally endowed, acquired in the sense that man’s behavior is solely affected by his encounters with other human beings. Thus, changes in man’s environment affect his behavior. Constructive behaviors are carefully molded according to standards and mores thereby worthy of emulation. Destructive behaviors are unwanted and thereby require a continuous and unending task minimize if not to the behavior of individuals.
Tumangday (2000) described adolescent as a youth who luxury. They have bad manners, have contempt for authoric the room. They contradict their parents, talk too much in company, and guzzle their food, lay their eggs on the table and tyrannize their elders
FOREIGN Any thesis topic other than one’s own native literature. They may be the literature of another literature, comparative, literature or any theme, topic, genre of a foreign literature. It can be written in one’s own native language.
J. Anderson (2005) values as discursive construct function as social norms.
Gardner (2004) argument of 3 overlapping values categories in school, general societal values and classroom values.
Bourke (2006) values for school are one such response that inspects the moral development of children.
Mucahly (2006) these classroom reflect power relationships whereby the teacher structured interaction.
Parashar (2004) values should be considered in many aspect of teaching including establishing the classroom environment.
Vedder (2003) an understanding of how students obtain knowledge is a foundational aspect of the educational process.
Tahiro (2010) the values expression approach basically depends on helping individuals to recognize both their already formed their emerging values.
Kaf (2000) moral development in line with the goals of education in a system that relies on verbal explanations and sermons.
Kale (2008) value as a principle of behavior occurs as a result of learning through experience.

LOCAL STUDIES Prencipe and Helwig (2000) values education is contextual in that it takes place socially. Moroz and Reynold (2001) value statement abound in policy document, curriculum program.
Pascoe (2002) teaching is inevitably value laden in classroom practice.
Parkin (2001) values education is unavoidably linked with values and moral education.
Arthur (2001) values education within school history should be explored.
Lovat (2005) argues that the current push for values is consistent.
Aspin(2003) conception of learning values through active giving to other.
Helwig(2002) developmentalist define morality narrow in terms of principle of social justice.
Gilbert (2004) valuing is a process with feeling, thinking and expressing.
Quinto (2001) Considering that values pervade all aspects of human activities, these four principles are very much relevant.
Bernardo, Dayan and Tan (2000) The nature of human personality and self has been a focal issue among thinkers in all cultures from ancient time. Indigenous concepts of personality and self existing many cultures. Generally, the western conception of self is of an individual who is separate, autonomous and atomized, made up of set of discrete traits, abilities, values and motives, seeking separateness and independence from others. In contrast, it is believed that in Eastern cultures, the emphasis is on relatedness, connectedness, and interdependence.

FOREIGN STUDIES
John Dewey (2002) the value means primary to prize, to esteem, to appraise and estimate. It means the act of cherishing something, holding it dear and also the act of passing judgment upon the nature and amounts of values as compared with something else.
C.F Kluckhon (2001) “Value is conception, implicit, distinctive of an individual or characteristics of a group of desirables which influence the selection, from the available means and ends of action.”
T. Pattern Parsons (2001) “Value is an element of shared symbolic system which serve a criterion or standard for selection among the alternatives of orientation which are intrinsically open in situation.”
Prof. C.Seshadri (2003) “values refers to objects that human beings consider desirable and worthy of pursuit in their thoughts, feelings and actions. These objects may be material or abstract qualities and states of mind and heart like truthfulness, happiness, peace, justice. In any case, they function as deals and standards and govern human actions.”
Kucuradi (2002) values such as honesty, tolerance, good new and mercy are human beings and differentiate them for the creatures. They help human to recognize their actions as appropriate in accordance with their aims.
Norman and Farah (2005) the environment indiscriminately in attempt to understand and absorb the surrounding world.
Kovalic (2008) there is another critically important aspect of classroom instruction that impacts engagement and involves understanding the values education.
According to Pytel (2006) struggling in school resulting to failing in classes is one of the reason why students drop out and that this behavior pattern.
Barker (2002) teaching is quite properly, a controversial experiment act.
Webster (2004) also refers conflicting values within schools.
W. Thomson (2002) assists that values education programs reflect the neo-conservative concern for social economic.
Ghost and Tarrow (2003) explored cross cultural perspectives on teaching values.
Thornberg (2008) values education as a result any teaching of values.

CONCEPTUAL FRAMEWORK
Values Education is the source of man’s social, emotional, spiritual, psychological and physical. Values Education much influence of the children development.
Values Education has a great influence or effect the behavior of children. Children feel love and care of the parents every time and get involved in every thing they do. The support of parents and teachers provides a quality of values to the children. This study has something to do with the research study since both deals with parent and teacher to mold the children behavior and inculcate the values education in their mind. The foregoing concept is illustrated by the paradigm that follows using the concept INPUT-PROCESS-PRODUCT Approach.
The CONCEPT deals on the idea of factors effects values education to the behavior of selected grade VI pupils, where the school and environment community develop a personality of development of the children.
The INPUT presents the variables and indicators of the study. These include the effect values education to the behavior of pupils, the condition and reasons molding the children development.
The PROCESS deals in the way or means in which a meaningful program could be established.
The PRODUCT provides the possible outcome or the recommendation. Through the collaborative effort a guide effect values education to the behavior of pupils.

PARADIGM OF THE STUDY * Respondent’s Profile * Common manifested of values education. * Types of values education * Purpose of values education. * Appropriate of teaching values education

Utilization of

* Questionnaire * Interview * observation

EFFECT OF VALUES EDUCATION IN THE BEHAVIOR OF SELECTED GRADE VI PUPILS

Relevance of the Previous Literature and Studies to the Present Study Educator, psychologist, sociologist, and psychiatrist have identified the importance of values education to individual behavior. The reviewed literature and studies have similarity to the present research in the sense that they are all interested in the finding out the effect values education to the behavior of pupils. George Santayana a child educated only in school is an uneducated child. John Ruskin education does not mean teaching people to know what they do not know. Values are the truth upon which we base our objective moral standards. Therefore his behavior, good, or bad, may have been product of the interactions and relationships in his home, school and community. Believes that every individual has the capacity to learn, play, development and grow and has unique abilities among other children and importance of education towards positive behavior for the development of children
Chapter 3
METHODS OF RESEARCH This chapter focused the methods applied to gather the necessary data. It composed the research design, respondents of the study, sampling technique, instrument used and statistical treatment of data.

Research Design
The researchers utilized the descriptive method of research. It is designed for the investigation to gather and collect about present existing condition. The teacher and principal aims in implying this method are to describe the nature of situation. Gay (2010) defines descriptive research as involving collection of data in order to test hypothesis to answer question concerns current states of the study. A descriptive study determines and reports the way things are. The researcher aimed to identify the effects of Values Education to the behavior of Selected Grade VI Pupil. Under the descriptive meth, the researcher used interview type of study to collect relatively larger number with cares. Interview his scopes and sample. The researcher prepared the sample interview since only a portion of the population used.

Respondent The respondents of the study were thirty (30) individuals’ pupils who had different behavior as the researcher purpose was to make analysis on the effects of Values Education to the behavior of pupils, there were confident that there respondent could provide a reliable data and could sufficiently represent the topic under study.

Sampling Techniques The researcher used the purposive Sampling Techniques where the samples were selected based on the decision or judgment of the researcher on the best qualified to answer the objectives of the study. Hence, the identified the prospective people who targeted to be involved in the study.

According to Parahoo describes purposive sampling as a method of sampling were the researcher deliberately chores who to include in the study based on their ability to provide necessary data. This was purposive sampling, since the researcher has a prior knowledge on the identities and composition of the respondent. To gather the needed data, the researcher employed the following research instruments.

1. Questionnaire
This was the primary source of data. It was prepared and distributed to the respondents. The items of the questionnaire were designed to elicit answer to the questions posted in the statement of the problem.
Part 1 deal on the Economic Status; Part 2 tackled the common manifested behaviors; Part 3 showed the types of Values Education; Part 4 purpose of teaching values education in grade VI pupils and part 5 appropriate teaching methods in teaching values education.
2. Interview
The researchers personally, yet informally, interviewed the respondent to find out the answers in the questionnaire.

CONSTRUCION OF THE EXPERIMENT
The researcher formulated the concept of their study by reading articles, books, literature about Values Education, psychologist and other subjects related to this study. From these readings any resources, the researchers were able to determine the variables, indicators and framework of the study. The researchers drafted the questionnaire and showed it to their Thesis Professor and Adviser for comments and suggestion. They consider all these as they revised the initial draft. Then they showed it to their Thesis Adviser who in turn gave suggestions and checked on items that need improvement.
VALIDATION OF THE INSTRUMENT The revised questionnaire was pre-tested to the teachers who were not among the sample. The purpose of this validation of the instruments was to find out if there were vague, confusing or unclear items in the questionnaire.
The results care analyzed and were used as basis for more improvement on the instrument. The pre-test has proven that the questionnaire is valid and reliable.
ADMINISTRATION AND RETRIVAL OF THE INSTRUMENT
The instrument was approved, the researchers recurred the permission of the department head or officials concerned at Commonwealth Elementary School to answer the questionnaires. They personally administered the questionnaire immediately after the request was granted.

STATISTICAL TREATMENT OF DATA
To analyze and interpret the result of the study, the researchers utilized the following statistical tools:
1. Frequency and Percentage Distribution This was used to relate a part to a whole. This is a numerical analysis especially on frequency distribution: Formula: P=f/N X 100
Where
P- Percentage f- Frequency
N- Total number of respondents 1. Weighted mean To qualify the responses on the rating scale, the five point. Likert scale methods of measuring perceptions behavior were used. Each statement has 5 responses that were classified under degree of frequency which weights of 5,4,3,2, and 1. The respondent reacted to every perception item by checking one our of five possible answer or responses. Thus, the score was the sum of the weight of the responses checked.

Formula
W x = ∑ f x / N
Where: W x = weighted mean
∑ f x = summation of the products of the frequencies and weight
N = total number of respondents
Weighted Mean Verbal Interpretation
4-5-5-0 5 Strongly Agree (SA)
3-5-4-50 4 Agree (A)
2-5-4-50 3 Moderately Agree (MA)
1-5-2-50 2 DisAgree (D)
1-0-1-50 1 Strongly DisAgree (SD)

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents analysis and interprets the data gathered according to the sequence of questions posted in the statement of the problem

BIBLIOGRAPHY
Education for Values, Environment and human rights by J.C Aggarwal
A.C Garnett (1995) Religion and Moral Life
Kireet Joshi (1997) Education for Character Development

BIBLIOGRAPHY
Education for Values, Environment and human rights by J.C Aggarwal
A.C Garnett (1995) Religion and Moral Life
Kireet Joshi (1997) Education for Character Development

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