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Chapter 1
THE PROBLEM
Background of the Study
Nowadays, children are not acquiring basic moral values because today's
generation of adults is such poor role models. Today's youth have shown the
decline in moral value. Even the simplest of moral values lie, respect, care
and consideration slowly fading away over the years. Today!s pupils are
inheriting a world very different from the one their parents new.
"esearch by the Children's #ociety suggests that two thirds of adults
believe that the moral values of young people have declined considerably since the
time when they were young $http%&&www.timesonline.co.u&tol
&news&u&article()*+.ece-.
t is in the above statement that the researcher would lie to find out the
level of moral values among the elementary pupils of /alama Central Elementary
#chool.
Conceptual/Theoretical Frae!ork
This study intends to view the level of moral values among elementary
pupils of /alama Central Elementary #chool.
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The basic moral values consist of, among other things, honesty,
indness, industry, obedience, courtesy, self0discipline, respect for elders, thrift,
self0reliance, conservation, godliness, politeness, thoughtfulness, trustworthiness,
helpfulness and others $http%&&www.freeinquiry.com&teaching0morals.html -.
This study is based on the ohlberg!s theory of moral development.
2ccording to ohlberg, an individual could not sip the si3 stages of moral
development. 4e believed that individuals made progress by mastering each
stage, one at a time.
The earliest stage of moral development is especially common in young
children, but adults are capable of e3pressing this type of reasoning. 2t this stage,
children see rules as fi3ed and absolute. 5beying the rules is important because it
is a means to avoid punishment $http%&&psychology.about.com&od&
developmentalpsychology&a&ohlberg.htm-.
#tage two of moral development, children account for individual
points of view and 6udge actions based on how they serve individual needs. n the
4ein7 dilemma, children argued that the best course of action was whichever best0
served 4ein7!s needs. "eciprocity is possible, but only if it serves one's own
interests
$http%&&psychology.about.com&od&developmentalpsychology&a&ohlberg.htm.
#tage three is often referred to as the 8good boy0good girl8 orientation,
this stage of moral development is focused on living up to social e3pectations and
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roles. There is an emphasis on conformity, being 8nice,8 and consideration of how
choices influence relationships $http%&&psychology.
about.com&od&developmentalpsychology&a&ohlberg.htm-.
n stage four of moral development, people begin to consider society as
a whole when maing 6udgments. The focus is on maintaining law and order by
following the rules, doing one!s duty, and respecting authority
$http%&&psychologyabout.com&od&developmentalpsychology&a& ohlberg.htm-.
9eople begin to account for the differing values, opinions, and beliefs of
other people in stage five. "ules of law are important for maintaining a society, but
members of the society should agree upon these standards
$http%&&psychologyabout.com&od developmentalpsychology&a&ohlberg.htm-.
ohlberg!s final level of moral reasoning is based upon universal ethical
principles and abstract reasoning. 2t this stage, people follow these internali7ed
principles of 6ustice, even if they conflict with laws and rules.
The succeeding schematic presentation shows the independent and
dependent variables of the study. The independent variable is the profile of the
respondents in terms of age, gender, and monthly family income. The dependent
variable is the level of moral values in terms of honesty, indness, industry,
obedience, courtesy, self0discipline, respect for elders, thrift, self0reliance,
http://psychology/http://psychology/
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conservation, godliness, politeness, thoughtfulness, trustworthiness, and
helpfulness.
Profile
• Age
• Gender
• Monthly Family
Income
Moral Values
• Honesty
• Kindness
• Industry
• Obedience
• Courtesy
• Self-discipline
• espect for elders
• !hrift
• Self-reliance
• Conser"ation
• Godliness
• #oliteness
• !houghtfulness
• !rust$orthiness
• Helpfulness
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:igure 1
#chematic 9resentation of the #tudy
Stateent of the Pro"le
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This study aims to find out the level of moral values among elementary
pupils of /alama Central Elementary #chool during the school year (+1;0(+1
(. =hat is the level of moral values of pupils in terms of honesty,
indness, industry, obedience, courtesy, self0discipline, and respect for elders,
thrift, self0reliance, conservation, godliness, politeness, thoughtfulness,
trustworthiness, and helpfulness>
). s there a significant relationship between the profile of the pupils
and their level of moral values>
Hypothe#i#
451% There is no significant relationship between the profile of the
pupils and their level of moral values.
Significance of the Study
The results of this study may be beneficial to the following%
#ociety. The outcome of this study may provide them information with
regard to the moral standing of the youth today. 2lso, it may help the society to
mae actions and programs to save the youth from immorality.
Teachers. The findings of this study may give them guide in molding
their pupils to become morally upright.
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9arents. This study serves as a guide to them to perform their duties and
responsibilities well particularly in shaping the morality of their children.
9upils. t may help pupils to determine their moral values and to
become aware of their moral standing? enrich their nowledge about the
significance of morality in their e3istence.
:uture researchers. This study may give those ideas on how to gather
more relevant information in order to go further on their research studies and this
may also serve as a good reference in studying moral values.
Scope and Liitation of the Study
This study will be conducted among the randomly selected elementary
pupils of /alama Central Elementary #chool during the school year (+1;0(+1<
particularly those enrolled in @rade A, @rade A and A.
The data0gathering instrument to be employed will be the questionnaire
which was adapted from a master!s thesis by Noemi C. Banghanoy, Teaching of
Aalues in #elected Elementary #chools of Danao del Norte.
The validity and reliability of the results depend upon the honesty of the
respondents in answering the questionnaire.
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$efinition of Ter#
To have a clear understanding of the study, the following terms are
conceptually and&or operationally defined%
Foral values. t relates to the conduct or character viewed from the
concept of right and wrong $Timbre7a, (++)-.
4onesty. t is the act speaing truth and creating trust in minds of others
$http%&&en.wiipedia.org&wii&4onesty-.
indness. t is the act or the state of being ind and mared by
charitable behavior, mared by mild disposition, pleasantness, tenderness and
concern for others. t is a recogni7ed value in many cultures and religions
$http%&&en.wiipedia.org&wii&indness-.
ndustry. 5perationally, this refers to the perseverance of an individual
to perform a tas.
5bedience. 5perationally, it is the act of obeying with respect to another
person.
Courtesy. t is a courteous or respectful or considerate act
$http%&&www.google.com.ph&search>hlGtlH
IGdefineJ)2courtesyHbtn@GFaghanapHmetaG-.
http://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Trusthttp://en.wikipedia.org/wiki/Charity_(virtue)http://en.wikipedia.org/wiki/Dispositionhttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&http://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Trusthttp://en.wikipedia.org/wiki/Charity_(virtue)http://en.wikipedia.org/wiki/Dispositionhttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&
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#elf0discipline. t is the training and control of oneself and one's
conduct, usually for personal improvement
$http%&&dictionary.reference.com&browse&
self0discipline-.
"espect for elders. 5perationally, this refers to the state of being
regarded with honor or esteem.
Thrift. 5perationally, this refers to an e3treme care in spending money.
#elf0reliance. t refers to the capacity to rely on one's own capabilities,
and to manage one's own affairs? independence $en.witionary.org&wii&self0
reliance-.
Conservation. 5perationally, this refers to the preservation and careful
management of the environment and of natural resources.
@odliness. t refers to the condition and quality of being godly, pious,
and scrupulously observant of all the teachings of one's religion, practicing virtue
and avoiding sin $en.witionary.org&wii&godliness -.
9oliteness. 5perationally, this refers to the act of showing regard for
others.
Thoughtfulness. t is the trait of thining carefully before acting
$wordnetweb.princeton.edu&perl&
webn-.
http://dictionary.reference.com/browse/http://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://dictionary.reference.com/browse/http://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQ
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Trustworthiness. t is a moral value considered to be a virtue? taing
responsibility for one's conduct and obligations
$en.wiipedia.org&wi&Trustworthiness -.
4elpfulness. 5perationally, it refers to the act of being helpful and
giving or rendering aid or assistance.
Chapter (
RE%&E' OF REL(TE$ L&TER(T)RE (*$ ST)$&ES
This chapter discusses some related literatures and studies which serve as the
bases of the present study. This presents a review of the wor of some authorities
who have provided the researcher some basic frames of references in this wor.
http://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhw
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Related Literature
Teaching young people basic values is important. t helps them mae
decisions that will be good for their future. Koung people can mae right
decisions if they understand what maes something right or wrong
$http%&&www.character0education.us&inde3.htm-.
2 value becomes moral because it is recogni7ed as reasonable and freely
chosen by a human person. Foral values are absolute, universal and necessary for
everyone $Bau7on, (++(-. t relates to the conduct or character viewed from the
concept of right and wrong $Timbre7a, (++)-.
Children are not acquiring basic moral values because today!s
generations of adults are such poor role models $http%&&www.character0
education.us&inde3
.htm-. "esearch by the Children!s #ociety suggests that two thirds of adults
believe that the moral values of young people have declined considerably since the
time when they were young $http%&&www.childrenLsociety.
com&morals-.
Foral values also derive from within one!s own self. Children from the
ages of < to 1( understand what lying is and the moral wrongness of this behavior.
4owever, children may continue to lie in order to test adult rules and limits. The
child may admit to tell a lie, but usually he&she has many reasons for having done
so. "ules are very important at this age, so cheating becomes less important
http://www.character-education.us/indexhttp://www.character-education.us/indexhttp://www.children_society/http://www.character-education.us/indexhttp://www.character-education.us/indexhttp://www.children_society/
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$http%&&www.children hospital.org&a7ite1(;&mainpage#1(;9+.html-. 5nce,
however, any form of discipline is applied to modify the child!s behavior, the child
now gains the capacity within himself to distinguish his right behavior from his
wrong behavior. Now, the child can mae correct choices based on his own
nowledge. The choices that are made by an individual from childhood to
adulthood are between forbidden and acceptable, ind or cruel, generous or
selfish. 2 person may, under any given set of circumstances, decide to do what is
forbidden. f this individual possesses moral values, going against them usually
produces guilt $http%&&www.allaboutphilo sophy.org&moral0values0fag.htm.-.
9eople who have good moral fiber are successful in their relationships
with other people. They now how to treat another person with respect and now
how to earn respect from other people. They are the type of people who wants to
be friend with. 2nother is they contribute positively to society by reaching beyond
themselves out into their community. They get involved and help as they can and,
they tae responsibility for their actions. They try to fi3 any mistaes they mae.
They are capable of feeling a sense of accomplishment when they finish a tas.
9eople who do not have base values aren!t even able to feel good about doing
something right. 2lso they are capable of learning and growing both socially and
emotionally and they are generally happier. They grab on to the best of what life
has to offer them. They can see the light at the end of the tunnel when life gets
tough $http%&&parentingteens.about.com&od&disciplin1&a&teachLvalues.htm-.
http://www.children/http://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.children/http://www.allaboutphilo/http://parentingteens.about.com/od/disciplin
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There are several other approaches to the study of moral development,
which are categori7ed in a variety of ways. Briefly, the social learning theory
approach claims that humans develop morality by learning the rules of acceptable
behavior from their e3ternal environment, an essentially behaviorist approach.
9sychoanalytic theory proposes instead that morality develops through humans'
conflict between their instinctual drives and the demands of society. Cognitive
development theories view morality as an outgrowth of cognition, or reasoning,
whereas personality theories are holistic in their approach, taing into account all
the factors that contribute to human development.
The differences between these approaches rest on two questions% 4ow
moral are infants at birth> 2nd how is moral maturity defined> The contrasting
philosophies at the heart of the answers to these questions determine the essential
perspective of each moral development theory. Those who believe infants are born
with no moral sense tend toward social learning or behaviorist theories, because
all morality must therefore be learned from the e3ternal environment. 5thers who
believe humans are innately aggressive and completely self0oriented are more
liely to accept psychoanalytic theories where morality is the learned management
of socially destructive internal drives. Those who believe it is the reasoning
abilities that separate humans from the rest of creation will find cognitive
development theories the most attractive. 2nd those who view humans as holistic
beings born with a full range of potentialities will most liely be drawn to
personality theories $http%&&www.angelfire.com&fol&
http://www.answers.com/topic/behaviorism-1http://www.answers.com/topic/cognitive-developmenthttp://www.answers.com/topic/cognitive-developmenthttp://www.angelfire.com/folk/http://www.answers.com/topic/behaviorism-1http://www.answers.com/topic/cognitive-developmenthttp://www.answers.com/topic/cognitive-developmenthttp://www.angelfire.com/folk/
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mpv&moraldevelopment.htm-.
The rise in crime, drug and alcohol abuse, gang violence, teen
parenthood, and suicide in =estern society has also caused a rise in concern over
morality and moral development. 9arents and teachers want to now how to raise
moral children, and they turn to moral development theorists to find answers.
:reudian personality theories became more widely nown to the =estern public in
the 1M
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Foral values form a subset of the set of all values, and a value simply
consists of the things $abstract or concrete- that some people value. =hat one
person values highly another person may despise. t has become common for
groups of people who hold one set of values to claim that others have no values,
but a person who had no values whatsoever would be unmotivated in all respects.
The same general analysis holds for moral values.
Foral value can either mae or unmae an individual? it can either
foster or destroy any human relationship. Fa3 #cheler as cited by /y $1MM*-
stated that when a person fails to respond to the call of a value, it is not the value
that is destroyed but the person himself. n this regard he e3plains that the moral
value of good and evil forms personhood. 2s doing good maes more of a person,
so doing evil maes less of a person and more of a beast. t is in this conte3t that
again finds the relevance of ohn #tuart Fill!s famous statement% t is better to be
a human being dissatisfied than a pig satisfied $Titus, 1M;-.
2 value becomes moral because it is recogni7ed as reasonable and freely
chosen by a human person. Foral values are pre0eminent over human values.
They are absolute, universal and necessary for everyone. They are obligatory
which is ought to be reali7ed and cannot be postponed $Bau7on, (++(-.
#ince morals are inculcated to help soften conflicts among individuals
in a society, it is clear that the original disruptive motivations do not disappear.
They can appear in the actual behavior of individuals 00 even the individuals who
are charged by society with maintaining adherence to that society's values.
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nnate moral strengths of virtues must be nurtured at various stages in
order for the person to develop morally as stated in Ericson!s psychoanalytic
theory of moral development. The emergence of these virtues taes place within
three periods of ethical development% moral learning in childhood, ethical
e3perimentation in adolescence, and ethical consolidation in adulthood $Ericson,
1M;-.
t is essential that the student acquire an understanding of lively feeling
for values of the morally good. 5therwise, he O with his speciali7ed nowledge O
more closely resembles a well0trained dog than a harmoniously developed person
$Einstein, 1M;;-.
n recent years, there has been increased interest in the moral
development of students in higher education and the role of the institution in
facilitating moral development. The significant moral problems that are
prevalent on college campusesPalcohol abuse, date rape, academic dishonesty,
vandalism, and assault, to name a few are indications of the need for ethical
development of college students
$http%&&www.usca.eduB2&facultyfiles&feulafiles&:eulaJ(+AT2
J(+(J(+#epJ(++*.pdf-.
Collier defined moral values as values to which a sense of obligation is
attached. Fore than mere preference, moral values are those values lie respect
and responsibility, around which good character is formed $http%&&boos.google.
com.ph&boos>idGnw52 22
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I22HprintsecGfrontcoverHdqGCollierQmoralQvaluesHsource
GblHotsGe@7Da#dd9cHsigG4Tf(dI+qv(d"MFI+lIT//DcwHhlGtlHeiG)1
d7#MRMFKq
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Chen $(++;- findings indicate that the student participants perceive that
values are personally important to them but that the university has only a small
role in shaping those values and influencing their decisions.
#tatistical analysis of the responses in the student survey indicated that
participants! moral values were important to them personally in terms of both their
life directions and collegiate e3periences. 4owever, the role of the university in
shaping their ethical values was much less important to the student participants.
#imilarly, the mean of the sample of students surveyed indicates that participants
perceived the institution!s role to be less than somewhat important when faced
with a moral or ethical dilemma.
5verall, the students surveyed indicated that morals and ethical
standards were important to them, but that they did not perceive the institution to
have a prominent role in shaping their attitudes in this area. Bo!s $1MM+-
contention that the diversity of large public institutions can create confusion in
students regarding ethical dilemmas supports this finding. The discrepancies
between student perceptions and faculty and administrator perceptions may be
related to the university!s failure to mae institutional efforts to communicate
these values to students. 2s Bo states, surveying the efforts currently made to
help students acquire a stronger sense of moral and civic responsibility, one cannot
say that higher education as a whole pays adequate attention to the issue $1MM+, p.
1++-.
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Chapter )
RESE(RCH METHO$OLO+,
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This chapter presents the research design, research setting, research
respondents, research instrument and its validation, the data0gathering procedures
and statistical treatment of data.
Re#earch $e#ign
This study will use the descriptive method of research using a
questionnaire as a main data0gathering tool for the researcher to get sufficient
information or facts to answer the questions being ased.
/escriptive method of research is more valuable in providing facts on
which scientific 6udgments maybe based.
The researcher will use this type of research to describe the data and
characteristics about what is being studied.
Re#earch Setting
The locale of the study will be focused in the elementary pupils of
/alama Central Elementary #chool. This school is located in /alama, Baroy,
Danao del Norte. The researcher chose the said locale since she is currently
teaching from this institution.
Re#earch Re#pondent#
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The respondents of this study will be the elementary pupils who were
officially enrolled in @rade A, @rade A and A of /alama Central Elementary
#chool for the school year (+1;0(+1
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"ange nterval "esponses nterpretation Code
.(+ O ;.++ 2lways /emonstrated Aey Fuch /esirable AF/
).+ O .1M 5ften /emonstrated Aery /esirable A/
(.
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of the statements. The respondents will be given thirty minutes to answer the
items in the questionnaire. =hen desired data and information will be gathered,
classification, analysis, statistical treatment and interpretation of data will be
followed.
Stati#tical Treatent of $ata
The data being gathered will be analy7ed, tabulated and interpreted
using the following statistical instruments%
:requency and 9ercentage /istributions. These will be used to
determine the proportion of respondents! responses in terms of their profile
particularly on age, gender, and monthly family income.
:ormula%
f
9 G 3 1++ n
=here% 9 G percentage
f G frequency
n G number of respondents
2verage =eighted Aalue. This will be used to determine level of moral
values of the elementary pupils.
:ormula%
L Uf3
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R G
Uf
L
=here% R G average weighted value
Uf3 G the sum of all the products of f and 3? where f is the
frequency of each option and 3 is the weight of each option
Uf G sum of all the sub6ects
Chi0square. This will be used to determine the significance of the
relationship between the profile of the respondents and their level of moral values.
:ormula%
$o O e-(
R( G U
e
=here% R( G Chi0square value
o G observed frequency
e G e3pected frequency
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B&BL&O+R(PH,
Book#
Bo, /. 1MM+. niversities and the :uture of 2merica. /urham, NC% /ue
niversity 9ress.
/esclos, ean. 1MM). Aalues for Dife. The @uernsey 9res, Co. Dtd, @uernsey, C..
/y, Fanuel C.,r. 1MM*. Fa3 #cheler!s Aalue Ethics. arunungan, Aol.1;. 2n
5fficial ournal of the 9hilippine 2cademy of 9hilosophical "esearch.Fanila% #T 9ublishing 4ouse.
Timbre7a, :lorentino T. 1MM). :ilipino Aalues Today. National Boo #tore,
Fandaluyong City. pp.()
Titus, 4arold. 1M;. Ethics for Today. )rd Edition. New Kor, 2merican Boo. Co.
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)npu"li#hed Material#
2lberto, #u7eth @. and :ernande7, "ey 2. (++*. #ills in "eading
Comprehension and 9roblem0#olving 2mong the #enior #econdary #tudntsin Findanao #tate niversity0Faigo #chool of 2rts and Trades.
ndergraduate Thesis. F#0F#2T. November (++*.
2ng, Cristina F. and 2ntiga, une 2ntonette B. (++*. 9roblems Encountered by
the Cocofarmer!s Children Enrolled in Findanao #tate niversity O Faigo
#chool of 2rts and Trades. ndergraduate Thesis. F#0F#2T. November
(++*.
Bonghanoy, Noemi C. 1MM*. The Teaching of Aalues in #elected Elementary
#chools in Danao del Norte. Faster!s Thesis. Fisamis niversity, 57ami7
City.
Chen, 9./. $(++;-. College and Character% 2 #tudy of the /ifferences in Character
Aalues and Character Education 9ractices between 2merican :our0year
9rivate :aith0based and 9rivate nonsectarian Colleges and niversities.
npublished /octoral /issertation, :lorida #tate niversity.
'e"liography
http%&&eqi.org&ohlberg.htm
http%&&www.character0education.us&inde3.htm
http%&&www.character0education.us&inde3.htm
http%&&www.childrenLsociety.com&morals
http%&&www.childrenhospital.org&a7ite1(;&mainpage#1;9+.html
http%&&www.allaboutphilo sophy.org&moral0values0fag.htm
http%&&parentingteens.about.com&od&disciplin1&a&teachLvalues.htm
http%&&www.freeinquiry.com&teaching0morals.html
http://eqi.org/kohlberg.htmhttp://www.character-education.us/index.htmhttp://www.character-education.us/index.htmhttp://www.children_society.com/moralshttp://www.childrenhospital.org/az/Site1254/mainpageS154P0.htmlhttp://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.freeinquiry.com/teaching-morals.htmlhttp://eqi.org/kohlberg.htmhttp://www.character-education.us/index.htmhttp://www.character-education.us/index.htmhttp://www.children_society.com/moralshttp://www.childrenhospital.org/az/Site1254/mainpageS154P0.htmlhttp://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.freeinquiry.com/teaching-morals.html
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http%&&www.allsaintspuyallp.org&funLmoralLdilemma.htm
http%&&en.wiipedia.org&wii&4onesty
http%&&en.wiipedia.org&wii&indness
http%&&www.google.com.ph&search>hlGtlHIGdefine
J)2courtesyHbtn@GFaghanapHmetaG
http%&&dictionary.reference.com&browse&self0discipline
en.witionary.org&wii&self0reliance
en.witionary.org&wii&godliness
wordnetweb.princeton.edu&perl&webn
en.wiipedia.org&wi&Trustworthiness
http%&&www.angelfire.com&fol&mpv&moraldevelopment.htm
http%&&www.angelfire.com&fol&m&moraldevelopment.htm
http://www.allsaintspuyallup.org/fun_moral_dilemma.htmhttp://en.wikipedia.org/wiki/Honestyhttp://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://dictionary.reference.com/browse/self-disciplinehttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.angelfire.com/folk/mpv/moraldevelopment.htmhttp://www.allsaintspuyallup.org/fun_moral_dilemma.htmhttp://en.wikipedia.org/wiki/Honestyhttp://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://dictionary.reference.com/browse/self-disciplinehttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.angelfire.com/folk/mpv/moraldevelopment.htm
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IE#T5NN2"E
5N
MOR(L %(L)ES (MO*+ THE ELEME*T(R, P)P&LS &* $(L(M(
CE*TR(L ELEME*T(R, SCHOOL
Name% LLLLLLLLLLLLLLLLLLLLLLLLLLL $5ptional-
@rade Devel H #ection%LLLLLLLLLLL
9art . Pupil#.# Profile
/irections% 9lease chec the bo3 which corresponds to your answer.
(ge
* and below old
11 O M years old
1 O 1( years old
1; and above years old
+ender
Fale:emale
Monthly Faily &ncoe
Below 9hp1+,+++
9hp1+,++1 O 9hp1;,+++
9hp1;,++1 O 9hp(+,+++
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9hp(+,++1 and above
9art . Moral %alue#
/irections% 9lease chec whether a particular moral value is true to you. 9lease use
the code below as a guide.
2/ O 2lways /emonstrated
5/ O 5ften /emonstrated
#F/ O #ometimes /emonstrated
#D/ O #eldom /emonstrated
N/ O Never /emonstrated
Foral Aalues "esponses
2. 4onesty
1. /oes not cheat.
(. /oes not tae the property of others.
B. indness
1. #hows indness to others.
(. 2voids laughing at the mistaes of others.
C. ndustry
1. =ors without being told.
2/ 5/ #F
/
#D
/
N/
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(. =ors beyond assigned tas.
/. 5bedience
1. 5beys parents and elders.
(. 2bides with the rule of the ma6ority.
E. Courtesy
1. @reets elders or persons in authority
courteously.(. Distens attentively to person speaing.
:. #elf O discipline
1. Controls one!s temper in dealing withothers.(. 2voids bad influence.
@. "espects for elders
1. "espects the rights of elders.
(. #olicits advice of elders.
4. Thrift
1. #pends money wisely.(. ses things properly.
. #elf O reliance
1. /oes one!s wor to the best of his ability.
(. 4as initiative in doing one!s wor.
. Conservation
1. 9lants trees, vegetables and other plants.(. Conserves energy and natural resources.
. @odliness
1. 4ears the mass and&or attends worship
service regularly.(. 9rays before meals and&or before and after
sleep.
2/ 5/
#F
/
#D
/
N/
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D. 9oliteness
1. ses polite e3pressions in conversations.
(. #hows friendliness to others.
F. Thoughtfulness
1. @reets on birthdays, Christmas, and other
occasions.
(. #hows concerns for others.
N. Trustworthiness
1. #hows responsibility for one!s wor.
(. #hows ability to thin critically and seesalternativeness.
5. 4elpfulness
1. 4elps in household chores and group wor.
(. Aoluntarily helps the needy.
2/ 5/
#F
/
#D
/
N/