exercise of the core values and the extent of...

e-Proceeding of the Social Sciences Research (ICSSR 2016)

e-Proceeding of the Social Sciences Research ICSSR 2016 (e-ISBN 978-967-0792-09-5).

18 - 19 July 2016, Kuala Lumpur, MALAYSIA. Organized by http://worldconferences.net/home

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EXERCISE OF THE CORE VALUES AND THE EXTENT OF INTEGRATION OF SUCH IN THE TEACHING OF SOCIAL STUDIES BY THE

GRADES FIVE AND SIX TEACHERS

Francis Arvin O. Nuevo Institute of Graduate and Professional Studies

Lyceum-Northwestern University [email protected]

ABSTRACT

This research study sought to determine the extent of exercise of the core values along Maka-Diyos (Godly), Makatao (mindful of humanity), makakalikasan (respectful of nature) and Makabansa (patriotic and nationalistic) and the extent of integration of such by the Grades Five and Six Social Studies teachers in the District of Bolinao, Pangasinan, Philippines and find out the relationship between the extent of exercise and integration of the core values. Using the descriptive method of research, the questionnaire was used as the main gathering tool and was administered to 62 teacher-respondents. The findings revealed that the Grades Five and Six Social Studies teachers in District of Bolinao exercised the core values along Maka-Diyos, Makatao and Makabansa to a ‘moderate extent’ while the core value Makakalikasan was exercised to a ‘slight extent.’ In terms of their integration of the core values, it was found out that the core values along Maka-Diyos, Makatao and Makabansa were integrated to a ‘moderate extent’ whereas the Makakalikasan core value was integrated to a ‘slight extent.’ Further from the results, it was found evident that there is a high or very high relationship between the extent of exercise and extent of integration of the core values along Maka-Diyos, Makatao, Makakalikasan and Makabansa by the Grades Five and Six Social Studies teachers in the District of Bolinao. Hence, the teachers’ exercise of the core values affects the quality of their integration of the core values in their teaching. Therefore, the teachers further enhance their exercise and integration of the core values in the teaching of Social Studies to build their images and abilities as Maka-Diyos (Godly), Makatao (mindful of humanity), Makakalikasan (respectful of nature) and Makabansa (patriotic and nationalistic) members of the society which in turn will be developed and imbibed by their pupils. Keywords: Core values, Maka-Diyos (Godly), Makatao (mindful of humanity), Makakalikasan (respectful of nature), Makabansa (patriotic and nationalistic) -------------------------------------------------------------------------------------------------------------------------------------- 1. Introduction Modernization has invaded the society. Technological advances have changed human life, society and education (Rosenberg, 2001).These changes brought advantageous effects but unfortunately, there were also disadvantages that prevailed. With this generation’s access of different information and ideas in just a click from the internet, there is a need to select the reliable ones. There is also a growing concern in shaping and molding the new generation particularly their values system because of the influences of mass media as well as the inappropriate acts of other people. In this sense, a lot of people are alarmed not only about the economic crisis that surrounds us but also about the moral crisis that faces us (Panopio & Rolda, 2000).

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As advances in technology affects our daily lives, educators are being asked to provide more emphasis on social and emotional development of children (Milliren & Messer, 2009). According to the Time Magazine’s article in 1989 as cited by So and Castolo (2008), a result of a poll conducted found that more than 90 percent of the respondents agreed that morals have fallen because parents fail to take responsibility for their children or to imbue them with decent moral standards. That’s where a teacher can bridge the gap in incorporating and integrating values and ethics since the teacher is the main factor in infusing desirable attitudes and habits in the child, either through direct or indirect teaching (Quisumbing, 1994). Oftentimes, teachers complain regarding misbehavior of students. Countless problems regarding students’ behaviors both inside and outside the classroom prevail such as bullying, lack of respect, fighting among students and others. Moreover, this misbehavior of students leads to more serious problems in the long run. Social analysts and policy makers struggle on what values needed for national development (Licuanan, 1994) and since values are seemingly threatened as modernization continues yet teachers can share a lot to his/her students like integrating core values in the different learning areas, the researcher decided to conduct a study on the extent of exercise of the core values in the teaching of Social Studies by the Grades Five and Six teachers in the District of Bolinao and extent of integration of these values. 2. Conceptual Framework Children’s ways of behaving are based on the kind of environment they have been exposed to. Often, cases are based on what they see on their daily living. The values that the individual has and the content of the values education that the individual has been subject to since childhood are very important as it sets up a healthy future and one’s happiness (Kaymakcan & Meydan, 2012). Noting on the impact of social factors, Bandura’s Social Learning Theory (1977) exposes how social context affect one’s behavior and the values one possesses. Lucas & Corpuz (2014) reiterate that one of the general principles of this theory is that people can learn by means of observation on the behavior of others and the outcomes of those behaviors. In this sense, the school itself is an environment where students can learn many things in the classroom. They can observe a lot of things in the classroom, which they do not observe in their homes. As such, this is a good chance for teachers to integrate different values in their daily lessons that can shape good behavior among the students.

Teaching values by observation in which role models constitute the essential part has long been ac-cepted an important method in values education (Yazici & Aslan, 2011). Since teachers believe that they themselves are models of desirable traits (Punsalan, 2005), then through constant reminders and integration of values in the teaching of the teachers, the students can be able to acquire the desired values they need to possess and put into practice as they grow older. The paradigm in figure 1 presents the input, process, output model. The input box details the core values such as Maka-Diyos, Makatao, Makakalikasan and Makabansa to be inculcated, exercised and integrated by the teachers in their lessons. It also includes the relationship between the extent of exercise and integration of the core values. The second box, process, covers the development of the research. This includes the formulation of the questionnaire in relation to the sub-problems raised. The panels then face validate the resources. After which, the data gathered from the respondents





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will be consolidated, analyzed and interpreted as well. From there, the construction of the intervention measures starts. The output box is the outcome of the study which is the proposed intervention measures to further enhance the integration of the core values namely Maka-Diyos, Makatao, Makakalikasan and Makabansa in the teaching of Social Studies by the Grades Five and Six teachers.

INPUT PROCESS OUTPUT

Figure 1 Research Paradigm of the Study

3. Literature Review 3.1 The Teaching of Values Every person possesses values which differ from one another. Values have been defined many times and Panopio and Rolda (2000) reiterated that values indicate the social conscience of the people. Value derived from “valere” a Latin word means “adopted, admired, overrated and upheld thing which is important and valid for human (Aydin, 2003; Timucin, 1994; Yildirim, 2007; as cited by Acat & Aslan, 2012). It is then an idea which one cannot get rid of since these things are observable on a daily basis. In the Philippines, the values have been derived from the racial strains and cultural elements that are Aeta, Indonesian, Malayan, Hindu, and Chinese as well as Spain and United States (Panopio and Rolda, 2000) which make Filipino values varied. With the ever-rampant menace in the schools such as drug and sexual abuse, bullying, internet addiction, the erosion of character and values among the learners now alarms every one (Punsalan, 2005). With this matter, values need to be integrated in the different lessons of the teacher in different learning areas. Values education is a process by which values, attitudes and habits are formed as the learner interacts with the environment under the guidance of a teacher (Quisumbing, 1994). Education then is not just limited to acquiring knowledge-based facts and ideas but also

imbibing proper values since the heart of education is the education of the heart (Quisumbing, 2002). Quisumbing added that values education is a necessary component of a holistic citizenship

Proposed intervention measures to further enhance the exercise and integration of the core values namely Maka-Diyos, Maka-tao, Makakalikasan and Makabansa in the teaching of Social Studies by the Grades Five and Six teachers.

Formulation of the questionnaire based from the problems raised Content validation of the questionnaires Tabulation, analysis, and interpretation of data gathered Construction of the proposed intervention measures

Extent of exercise of the core values in the teaching of Social Studies by the Grades Five and Six teachers along Maka-Diyos, Makatao, Makakalikasan and Makabansa

Extent of integration of the core values in the teaching of Social Studies by the Grades Five and Six teachers along Maka-Diyos, Makatao, Makakalikasan and Makabansa





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education and added that it’s not just merely teaching about values but involves a deeper understanding of these values and internalizing and putting it into actions. In the Philippine context, the Values Education Program was launched after the People’s Power Revolution in 1986 (Quisumbing, 1994; Panopio & Rolda, 2000). Values can be integrated in different learning areas and components. Social Studies is one of these components under Makabayan learning area where values could be integrated. The “Social Studies” is a course that helps for developing the knowledge, skill, attitudes and values those are required for the students to participate into the public life within the society, nation and worldwide (Ozturk, Yigit & Karaduman, 2012). In countries such as United States and Turkey, values education has an important place and has been an important matter being considered. Merey et al. (2012) noted that United States established certain standards for values education through the Center for Civic Education while Turkey gives special importance to values education, similar to many other countries. In addition, they conducted a study comparing the social studies teaching curricula of United States and Turkey in terms of values education given that these countries are taking into account the relevance of values into education. The study found out that numerous individual and social values have been identified similar to both countries including sensitivity, solidarity, and responsibility. This only proves that values education plays a vital role in delivering the importance of values even in progressive countries. 3.2 Contents of a Multidimensional Citizenship Education

CIVIC EDUCATION

VALUES EDUCATION ENVIRONMENTAL

EDUCATION

The building of a

knowledge base for

civic beliefs and skills

for civic participation

The acquisition of

dispositions and

predilections that provide

the foundation for civic

attitudes and beliefs

The process of developing

understanding, skills and

values consistent

with the notion of

sustainable development

Source: Quisumbing, L. R. (2002). Citizenship education for better world societies: A holistic approach. Paper read at the 8th UNESCO APEID International Conference on Education, 29 November 2002, Bangkok.

Quisumbing (2002) noted the need to reflect on the responsibility of educating the youth to become the citizens and leaders of the future, the creators of better tomorrows. As what Dr. Jose Rizal, Philippines’ national hero, once said, “The youths are the hope of the future.” In this sense, education must have a strong foundation that includes quality and meaningful learning and should not be taken for granted but be given importance. Seguban (2010) also noted that there is a need to equip the students with necessary knowledge as well as intellectual skills for them to be able to solve moral issues and evaluate them effectively. The matrix below shows the contents of a Multidimensional Citizenship Education.





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A study was conducted by Boikhutso, et al. (2013) on the perceptions of the role of Botswana‘s social studies teachers at secondary school level in fostering citizenship competencies and skills. The researchers emphasized the close link between social studies and citizenship education given that they both emphasize social participation. Contrary to expectation, the result showed that Botswana‘s social studies curriculum does not promote the acquisition of citizenship skills. It has something to do with the fact that many of the social studies teachers in Botswana appear to lack sound understanding of the values, skills and the global dimensions associated with citizenship competencies. Teacher reinforcement is needed since teachers have direct interaction to students and serve as facilitators of learning. The researchers concluded that successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms. A study on Civic Education Program had also been conducted on its effect on students’ civic attitude and efficacy beliefs. Piñgul (2015) examined the impact of Project Citizen Philippines, an extra-classroom civic education program. The Philippine Center for Civic Education and Democracy (PCCED) administered Project Citizen (PC) as a supplemental civic education program to help form civic-related attitudes and efficacy beliefs among public high school students. He found out that participation in such kind of program positively influences civic-related attitudes. As such, the researcher concluded the need to create more extra-classroom activities to increase curriculum-based civic education to further develop good attitudes among students throughout the country. 3.3 Human Values Integrated Instruction Education is not just about learning facts that needed to be memorized or mathematical problems not needed to be solved. Education includes all aspects of life: social, emotional, spiritual and intellectual. It should be holistic in nature. The Sri Sathya Sai Central Council Malaysia (1993) as cited by Kaliannan & Chandran (2010) identified the basic principles of the Human Values Integrated Instruction. It includes the following:

i. The human values are an integral part of all subjects and all activities in the school and in the home;

ii. The five human values of truth, right conduct, peace, love and non-violence are one and cannot be separated;

iii. Human values cannot be taught, they have to be brought out from within the learner; iv. In real life, everything is inter-related; v. Human values integrated instruction gives the learner the ability to solve problems from

various perspectives by giving varied inter-related experiences; and vi. Human values integrated instruction opens up a wider world view for both the teacher and

learner making the learning process much more interesting. The above enumerated principles originated in India and Sathya Sai Educational Institutions which were established also in India were fully accredited by India’s government and display the highest academic standards (Kaliannan & Chandran, 2010). It just goes to show that human values are of great significance not only in schools but also in a community where one resides.





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4. Methodology 4.1 Sample and data collection method In order to obtain the data needed, this study employed the descriptive method to provide information about the naturally occurring behavior, attitudes or other characteristics of Grades Five and Six Social Studies teachers in Bolinao District. Through description, we can see the relationship between behaviors, individuals or events as they occur, and thus better understand the relationship between variables (Barnard, 1981). The population of the study was Grades Five and Six Social Studies elementary teachers of schools from Bolinao District during the school year 2015-2016. The respondents were comprised of 31 Grade Five and also 31 Grade Six Social Studies teachers with a total of 62 teachers. The researcher used questionnaire as its main gathering tool. The questionnaire includes items to determine how the Grades V and VI public elementary Social Studies teachers in the District of Bolinao perceive the extent of their exercise and extent of integration of the core values namely Maka-Diyos, Makatao, Makakalikasan and Makabansa during the school year 2015-2016. The results obtained from the questionnaire were used to assess if there was a significant relationship between the extent of exercise of the core values by the Grades Five and Six Social Studies teachers in the District of Bolinao and the extent of integration of such in the teaching of Social Studies. 4.2 Instrumentation To answer the first problem about the extent of exercise of the core values such as Maka-Diyos, Makatao, Makakalikasan and Makabansa by the Grades Five and Six Social Studies teachers, the average weighted mean was used. It was also employed to answer the second problem in determining the extent of integration of the core values. The scale below was used.

Point Value Statistical Limit Descriptive Equivalent

5

4

3

2

1

4.50-5.00

3.50-4.49

2.50-3.49

1.50-2.49

1.00-1.49

Very Extensive (VE)

Extensive (E)

Moderately Extensive(ME)

Slightly Extensive (SE)

Not At All (NAA)

To answer the third problem regarding the significant relationship between the extent of exercise and the extent of integration of the core values in the teaching of Social Studies by the Grades V and VI teachers, the Pearson Product Moment Coefficient of Correlation was utilized. The formula was (Downie & Heath, 1984):

𝑟 =𝑁𝛴𝑋𝑌 − 𝛴𝑋𝛴𝑌

√[𝑁𝛴𝑋2 − (𝛴𝑋)2][𝑁𝛴𝑌2 − (𝛴𝑌)2]

Where r = the Pearson Product Moment Coefficient of Correlation N = sample size





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𝚺XY = the sum of the product of x and y 𝚺X𝚺Y = the product of the sum of the 𝚺X and the sum of 𝚺Y ΣX2 = the sum of the squares of X ΣY2 = the sum of the squares of Y In the interpretation of the computed relationship, the researcher adopted the interpretation of Garrett (1984). The interpretation is as follows:

0.00 - + 0.20 denotes indifferent or negligible relationship +0.20 - + 0.40 denotes low correlation present but slight +0.40 - + 0.70 denotes substantial or marked relationship +0.70 - + 1.00 denotes high or very high relationship

5. Findings & Discussion

The first problem deals with the perceptions of the Grades Five and Six Social Studies teachers in the District of Bolinao on their exercise of the core values in the teaching of Social Studies. Table 1 presents the summary of the extent of exercise of the core values in the teaching of Social Studies by the Grades Five and Six teachers in the district of Bolinao.

Table 1: Extent of exercise of the core values in the teaching of Social Studies by the Grades Five and Six teachers.

Core Values Grade Five DE Grade Six DE Both Groups DE

Maka-Diyos 3.18 ME 3.08 ME 3.13 ME

Makatao 3.15 ME 3.19 ME 3.17 ME

Makakalikasan 2.47 SE 2.51 ME 2.49 SE

Makabansa 3.51 E 3.43 ME 3.47 ME

OAWM 3.08 ME 3.05 ME 3.07 ME

As seen in the table, both grade levels have perceived a ‘moderately extensive’ exercise on core values such as Maka-Diyos, Makatao and Makabansa. The following core values obtained an average weighted mean of 3.13, 3.17 and 3.47 respectively. This entails the need for the Grades Five and Six Social Studies teachers to show more awareness on their actions anchored to the core values mentioned to make it to an extensive exercise or even to a very extensive result. While the three core values were to a ‘moderate extent’ exercise, the core value along Makakalikasan obtained an average weighted mean of 2.49 for both groups which is descriptively equivalent to ‘slightly extensive’ exercise. Since environmental problems have been an issue worldwide and recently during the Conference of the Parties (COP) 2016 in Paris, France talked about climate change, there is a need for the teachers to discern and act accordingly which could promote protection of the environment as well as the proper utilization of such resources. Averagely, the perceptions of Grade Five Social Studies teachers on their exercise of the four core values obtained an overall average weighted mean 3.08 or to a ‘moderate extent’ which was similar to the perceptions of Grade Six





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teachers with an overall average weighted mean of 3.05. Looking at both groups, the overall average weighted mean of the core values is 3.07 or descriptively equivalent to ‘moderately extensive.’ This implies that the teachers themselves are not exercising the core values to an extensive or very extensive way.

The second problem presents the perceptions of the Grades Five and Six Social Studies teachers in the District of Bolinao on their integration of the core values namely Maka-Diyos, Makatao, Makakalikasan and Makabansa in the teaching of Social Studies.

Table 2: The Grades Five and Six Social Studies teachers’ perceptions on the extent of integration of the core values.

Core Values Grade Five DE Grade Six DE Both Groups DE

Maka-Diyos 3.38 ME 3.09 ME 3.24 ME

Makatao 3.20 ME 3.27 ME 3.24 ME

Makakalikasan 2.48 SE 2.46 SE 2.47 SE

Makabansa 3.39 ME 3.42 ME 3.41 ME

OAWM 3.11 ME 3.06 ME 3.09 ME

Table 2 summarizes the extent of integration of the core values in the teaching of Social Studies by the Grades Five and Six teachers in the district of Bolinao. Both groups have similar mean rates. The Maka-Diyos, Makatao and Makabansa core values were integrated to a ‘moderate extent’ by Grades Five teachers with an average weighted mean of 3.38, 3.20 and 3.39 respectively. Also, the Grade VI teachers integrated the same core values to a ‘moderate extent’ with an average weighted mean of 3.09, 3.27 and 3.42 respectively. However, the core value along Makakalikasan was integrated by both grade level teachers at a ‘slight extent’ with an average weighted mean of 2.48 and 2.46 respectively. Looking at the overall average weighted mean of the four core values of both grade levels, it obtained 3.09 or descriptively equivalent to ‘moderately extensive.’ Since these values are of great importance in developing people’s character and values system, therefore the teachers must integrate these core values extensively so that the pupils, while at their young age will be able to imbibe these values and radiate it through their actions for the benefit of the society and the country their living up to. Meanwhile, problem 3 dealt on the relationship between the extent of exercise and extent of integration of the core values in the teaching of Social Studies by the Grades Five and Six teachers in the Bolinao District. In obtaining the data, the researcher obtained the average weighted mean of both Grades Five and Six in the different schools. Therefore, every school was treated as one subject respondent. Meaning, one respondent was considered in the exercise and another in integration. The Pearson Product Moment Coefficient of Correlation (r) was used in determining the relationship between the exercise and integration of the four core values. This was presented in Table 3.





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Table 3: Relationship between the extent of exercise and integration of the core values.

Core Value r Value*

Maka-Diyos 0.78

Maka-tao 0.71

Makakalikasan 0.98

Makabansa 0.81

*Rounded in two decimal places Computations revealed that the computed r of the core values along Maka-Diyos was 0.78, 0.71 in Makatao, 0.98 in Makakalikasan and 0.81 in Makabansa. This means that the exercise and integration of the core values in the different schools in the District of Bolinao denotes high or very high relationship according to Garrett (1984). This implies further that the exercise of the core values by the Grades Five and Six teachers is highly related in the integration of the four core values. This further means that exercise and integration of the four core values in the teaching of Social Studies is highly correlated or very similar. Based from the findings of the study, the researcher proposed intervention measures for implementation of the concerned teachers to further enhance the exercise and integration of the core values.

Table 4: Proposed intervention measures.

Areas of Concern Intervention Measures

A. Exercise of the Core Values along:

Maka-Diyos (Godly)

Makatao (Minful of Humanity)

Makakalikasan (Respectful of Nature)

Makabansa

A. The Grades Five and Six Social Studies teachers should become aware and reflect on their values system so that they can assess their actions that is anchored to the proposed core values and put them into actions to embody a teacher with values and be good role models to the pupils. The teacher should reflect on their spiritual lives

through pilgrimage and other related activities. The teachers should treat the pupils fairly and conduct

case studies that would help promote solidarity. Conduct activities conserve and protect environment

such as recycling, reusing and reducing as well as tree planting and water conservation.

Patronize products of their own and stay true and proud among themselves about their nationality.





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(Nationalistic and Patriotic)

B. Integration of the Core Values along:

Maka-Diyos (Godly)

Makatao (Minful of Humanity)

Makakalikasan (Respectful of Nature)

Makabansa (Nationalistic and Patriotic)

B. There is a need for the Grades Five and Six Social Studies teachers to update the underlying concepts behind each core value to make the integration more extensive. Also, teachers could innovate their way of teaching that is integrative in nature but is meaningful at the same time interesting for the pupils. The teacher should attend seminar on topics

regarding religion and explain with fairness how these religions emerged. - The pupils must be reminded to respect spiritual

beliefs of other religions. Integrate and employ case studies that tackle on the

rights of an individual. - The pupils must manifest sensitivity and fairness

and avoid bullying and other acts that are inhumane.

Expound clearly the effects of irresponsible acts against environment. - The pupils must be involved in tree planting,

clean-up drive and other related activities. The teacher can employ ICT materials that

interactively showing the history of a country. Other ways where pupils can identify themselves as proud citizen of the country can be utilized.

6. Conclusions and Future Recommendations There is still room for improvement in the exercise of the core values such as Maka-Diyos, Makatao, Makakalikasan and Makabansa by the Grades V and VI Social Studies teachers from the District of Bolinao. Similarly, there is also room for improvement in the integration of the core values by the Grades V and VI teachers. The teachers’ exercise of the core values affects the quality of their integration of such in their teaching.





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It is suggested that the teachers further enhance their exercise and integration of the core values in their teaching to build their images and abilities as Maka-Diyos (Godly), Makatao (mindful of humanity), Makakalikasan (respectful of nature) and Makabansa (patriotic and nationalistic) members of the society which in turn will be developed and imbibed by their pupils. On the other hand, the proposed intervention measures be forwarded to higher authorities for implementation. A similar study can be conducted to validate the findings of the present study. References Acat, M. B., & Aslan, M. (2012). A new classification and values to be acquired by students related to this Classification. Educational Sciences: Theory & Practice-12 (2) (Supplementary Special Issue), 1472-1474. Bandura, A.(1977). Social learning theory. 305-316. Barnard, K. (1981). Research designs: Descriptive method. MCN: The American Journal of Maternal/Child Nursing, 6(4), 243-245. Boikhutso, K., Dinama, B., & Kgotlaetsile, M.F. (2013). Secondary school teacher‘s perceptions of the role of social studies in fostering citizenship competencies. Journal of Education and Training Studies, 1(2), 126-135. Downie, N.M. & Heath, R.W. (1984). Basic statistical methods. Madaluyong Ciy: National Book Store. Garrett, H. (1984). Statistics in psychology and education. New York: David Mckay.,Inc. Kaliannan, M., & Chandran, S. D. (2010). Education in human values (ehv): Alternative approach for a holistic teaching. Educational Research and Reviews, 12, 802-807. Kaymakcan, R. & Meydan, H. (2012). Values in the curricula of the religious education and social studies in primary schools in the context of local-universal dilemma*. Educational Sciences: Theory & Practice - 12 [2] [Supplementary Special Issue], 1588-1591. Licuanan, P. (1994). A moral recovery program: Building a people – building a nation. Manila: Ateneo de Manila University Press & The Council For Research in Values and Philosophy. Lucas, M. R. & Corpuz, B. B. (2014). Facilitating learning: A metacognitive process. Quezon City: Lorimar Publishing, Inc. Merey, Z., Kus, Z., & Karatekin, K. (2012). Comparison of elementary social studies curricula of turkey and the united states on values education*. Educational Sciences: Theory & Practice 12 (2) (Supplementary Special Issue), 1627-1632. Milliren, A., & Messer, M. H.(2009). “Invitations” to character. Journal of Invitational Theory and Practice, 15, 19-31. Ozturk, C., Yigit, E.O., & Karaduman, H. (2012). Image of social studies in google. The Turkish Online Journal of Educational Technology, 11, 162-173.





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Panopio, I. S., & Rolda, R. S. (2000).Society and culture: Introduction to sociology and anthropology. Quezon City: JMC Press, Inc,. Piñgul, F. (2015). Measuring the impact of a supplemental civic education program on students’ civic attitude and efficacy beliefs. Journal of Education and Training Studies, 3, 61-69. Punsalan, T. G. (2005). An evaluation of the implementation of the philippine 2002 bec values integration program. Retrieved August 12, 2015 at http://ir.ydu.edu.tw/retrieve/5207/dc006454-7.pdf Quisumbing, L. R.(1994). A study of the philippine values education programme. International Conference of Education, 3-41. Quisumbing, L. R. (2002). Citizenship education for better world societies: A holistic approach. Paper read at the 8th UNESCO APEID International Conference on Education, 29 November 2002, Bangkok. Rosenberg, M. J. (2001). E-learning strategies for delivering knowledge in the digital age. New York: McGraw-Hill. Seguban, J.L. (2010). DepEd short term integrated scholarship program in values education. The Modern Teacher, 59(1), 19-23. So, O. G., & Castolo, C. L. (2008). Integrating ethics in teaching social studies: A focus on the students values and character. i-Manager’s Journal on Educational Psychology, 1(4), 27-32. Yazici, S., & Aslan, M.(2011). Using heroes as role models in values education: A comparison between social textbooks and prospective teachers’ choice of hero or heroines. Educational Sciences: Theory & Practice-11 (4), 2184-2188.


http://ir.ydu.edu.tw/retrieve/5207/dc006454-7.pdf

http://ir.ydu.edu.tw/retrieve/5207/dc006454-7.pdf

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