ABSTRACT
The Education Act of 1982 provided that it is the policy of the state to establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development, one of which is to achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in a changing world. In 1970, GMRC was included in the curriculum both in the elementary and secondary level as educators felt that Filipino values need to be defined and strengthened. When the Commission on higher Education was created RA 7722, the body mandated that values education and attitudes for nation building be inculcated among students in the tertiary level. Thus, values education is included in the college curriculum. The SENATE BILL NO. 1855 AN ACT INSTITUTIONALIZING GOOD MANNERS AND RIGHT CONDUCT AND CHARACTER EDUCATION IN THE CURRICULUM OF ELEMENTARY AND SECONDARY LEVEL fascinated by SENATOR JOSEPH VICTOR G. EJERCITO in order to strengthen the values formation of our new generation aside from those, a new bill was signed by President RODRIGO DUTERTE which is Republic Act (RA) 11476 which is GMRC and VALUES EDUCATION replacing the EDUKASYON PAGKATAO the objectives of the bill is to inculcate among our students the basic tenets of the observance of respect for oneself, others, and our elders, intercultural diversity, gender equity, ecology and integrity of creation, peace and justice, obedience to the law, nationalism and global citizenship, as well as the values of patience, perseverance, industry, honesty and integrity, and good faith in dealing with other human beings along with all other universal values,” In line with this question, the researcher conducted a study on the effects of GMRC on the Senior high school students of LSPU as perceived by students, parents and teachers. Specifically, the study sought answers to the following questions: 1. what values are manifested by the students as an effect of GMRC education as perceived by students, parents and teachers? 2. What values are manifested by the students as perceived by students, parents and teachers? 3. Are there difference in the perception of parents, teachers and students on the effects of values education? 4. What are the problems encountered by teachers in teaching GMRC on the Senior High school at the Laguna State Polytechnic University? 5. What are the suggestions of teacher to improve the teaching of GMRC on the Senior High school at the Laguna State Polytechnic University? The null hypothesis was formulated that there is no significant difference in the perceptions of students, parent and teachers on the effects of GMRC. The weighted mean was used in this study for the purpose of determining the overall perceptions of students, parents and teachers on the effects of GMRC. The analysis of variance (ANOVA) test was also used to determine whether the mean perception of students, teachers and parents differ significantly. The following were findings of the study: Students, parents and teachers felt that the following traits were very often manifested by the students such as nationalism, religiosity, respectfulness, obedience, punctuality, trustworthiness and humility. Parents, teachers and students perceived that helpfulness and responsibility were often shown by students. Only the parents and teachers felt the following traits were very seen among the students: honesty, truthfulness and cooperation. The students considered truthfulness and cooperation to be often manifested by them while truthfulness was seen sometimes among them. Parents considered their children to be sometimes selfish, however both students and teachers thought that selfishness never occurred among the former. The students, parents and teacher perceived that all the values mentioned in the questionnaires were all manifested by the students. There is no significant difference among the perceptions of parents, teachers and students on the effects of GMRC among students. The mean perceptions from three groups of respondents are not significantly different from one another at 5% level of significance. The problems encountered by the teachers in teaching of GMRC on The Senior High school students that teachers were not teaching any values education subject but it was part of the Social Studies subject and most of them did not earned units. Neither some of them do not have webinars or workshop about values education. Updated reference is a must in teaching GMRC. The suggested solutions of teachers to improve the teaching of GMRC were as follows: a. Inculcate the minds of the students the importance of values education or GMRC. b. Provide Bible study for every students. c. Before the start of class students were able to recite Bible verses to share with the class. d. Proper motivation by the teachers in order to appreciate the GMRC or values education. Film showing about “The Passion of Christ” and tela novelas “STARLA” that a students learned values from the film. In the light of aforementioned findings, the conclusion were drawn. GMRC or Values education to the Senior High school of LSPU developed the proper traits of kindness, humility, courtesy, respectfulness, truthfulness, honesty, religiosity, trustworthiness and responsibility as perceived by the parents, teachers and students respectively. Teachers must have at least webinars and training regarding GMRC or values education for effective implementation to the curriculum. c. there is no significant difference among the perceptions made by the students, parents and teachers on the effects of GMRC to the Senior High school at LSPU. Updated books, magazine, journal for the students’ references. Based on the aforementioned conclusions, recommendations were drawn: a. the teaching of GMRC in the Senior High school curriculum be continued and be made effective to promote students growth and development in and out of school. Promoting GMRC can be of great help in enhancing development of our youth. a. Attending webinars and trainings of the teachers will improve teaching of GMRC to Senior High school students. Provide Bible Hour for the students. Teacher must inculcate the minds of the Senior High school about values education or GMRC. Lastly, School activity like Bible verses memorization will be of great help to the students.
INTRODUCTION
Of all the creations of God, it was in man that he was so inspired that he made HIM supreme over the rest. Man, being supreme, recognized this by making his life worthy of the sole purpose of his creation.
What makes man supreme is his being rational, capable of the valuing act. Values are rooted in existence and existence is rooted in values which can be found in man himself, in others, in the community, and in God (Andres, 1989). To those who believe this, one’s existence becomes meaningful when it is dedicated to a cause, and the highest cause finds itself in communion with his Creator. But this alone cannot be arrived at without properly, approximately, intimately and legitimately working with his fellowmen for it is said that it is impossible to love the Creator if he cannot love His creation.
Values are cognitive presentation and transformation of needs. It implies more than a biological deficit which is enough to define a need. A complex proposition involving cognition, approval, selection and effect. Today, even our generation is characterized by change and contrast. New alternatives arise in every area that man becomes almost uncertain of what goal or value to hold on. Young people are confronted with, and at times, left alone to sort our different and conflicting sets of values communicated by parents, teachers, mass media, the church, the government and other movement, according to a Abramowithz and Macari (1980) who described the situation of the young as follows: “Adolescents are linking in a very confusing world where they must continually make choices regarding their attitudes and action in politics, religion, work school, leisure, love, sex, family, friends, spending of money, health and personal taste.” These are all areas of confusion and conflicts for them, because these are changing so fast that they have great difficulty in looking to the past for the proper way to behave. They are asking questions; and as they weigh what their parents say and do, may find uncertainly, inconsistency, and even no answer to all the key questions of their lives. They flounder for answer by themselves and our schools have been very helpful in developing the process to help them get the answer. To develop values among these young people, parents and teacher must work hand in hand. The type of family in which young people are raised is still the greatest indicator of the values they hold. The greatest enemy is not the society’s values; it is our own apathy and carelessness in transmitting our value to the young. Values are also directional, inseparable from the idea of the state of things and the idea of change. It is therefore true that the philosophy is more than a pursuit of knowledge and an active source to build a “Tablet of Values” (Understanding Values, Andres, 1989). Dr. William E. May, a Professor of Moral Theology at the Pope John Paul II Institute for Studies on Marriage and Family in Washington D.C. said that “The moral criterion deals with the duty and rights of parents to educate their own children. These include development of the right values, inculcate virtues like justice and love that will enable them to be persons they are meant to be, and to educate them in human sexuality, which will help them to be in full control of their sexual desires and urges”. The parent’s responsibilities in the development of the child’s character are the most important work entrusted to mankind. Parents are to consider that they are in the place of God to their children, to encourage every right principle and repress every wrong thought. The youth of today become the citizens of tomorrow. They are the hope of the fatherland as said by Dr. Jose Rizal. To be the hope of the future the youth must be equipped with all the qualities of good citizens. They must be intellectually, morally and spiritually guided and developed if we want human persons to emerge capable of adapting himself to his environment. The present day society is troubled by different problems- political, economic and social. Vices are prevalent. Criminality occurs in every corner. Some of the crimes are committed by young people who, most of the times, are under the influence of drugs. Morality has gone to very low level that the sense of values of some people becomes questionable. Our environment has changed considerably. Whereas before parents, especially mothers focused their attention on the rearing of their children and holding their character, they now find themselves busy struggling in the competitive world. Needs and wants have become numerous and more expensive that both parents are required to engage in profitable occupations. At present mothers help augment the family income, parents delegate a part of their duty of shaping the character of their children to the school. As more responsibility in rearing the youth to become good citizens is now borne on their shoulders, the teachers turn to values education as a means of attaining one of their primary objectives – inculcating proper values on the young. Whereas before Good Manners and Right Conduct (GMRC) was just incorporated in the English subject, Values Education is counted as one subject in the present curriculum and carries the same weight as the other subjects. Hence, Values Education teachers concentrate more on its development. The fast growth of technology has caught the attention and fancy of the youth. Much of the work at present has been computerized and computer education is “in”. Almost every student is attracted to computer, more so with the proliferation of video games. Between the world of science and of morality, where is the inclination of students? How does values education affect the students? Having this in mind, the researcher sees how important values education is in our present set up. Education should be committed to the development of proper values among the students. Schools should be able to mold the young not only intellectually but also morally.
METHODOLOGY
The study is a descriptive method of research using questionnaires, which aims to analyse the effects of good manners and right conduct on the Senior High school students of LSPU. It will determine through evaluation process of the profile of the respondents and the perception of parents, teachers and students rendered in the province of Laguna for the year 2018-2019.
RESULTS AND DISCUSSION
Republic Act 11476, Values Education as one of the core subject of K 12 Curriculum will encompass universal human, ethical, and moral values, shall inculcate among our students the basic tenets of the observance of respect for oneself, others, and our elders, intercultural diversity, gender equity, ecology and integrity of creation, peace and justice, obedience to the law, nationalism and global citizenship, as well as the values of patience, perseverance, industry, honesty and integrity, and good faith in dealing with other human beings along with all other universal values,”. The Laguna State Polytechnic University being the premier University in Sta. Cruz Laguna gave a tremendous graduates with high respect with their teachers and also their parents. The Institution not only promulgate the best curriculum for the students but also the good manners and right conduct of which the school were applauded most especially during the on-the Job Training of the students. Likewise, the appreciation being given was highly appreciated by the teachers. Agatep stated that (April 2, 2020) It is important that lessons on good conduct are given at a young age. GMRC lessons should be hammered starting in kindergarten and through elementary. Young children are more apt to retain what is taught to them repeatedly. They are more likely to grow well-mannered if they have lessons on right conduct in their formative years. Which means that the teaching of good manners started at a very young age so that when a child grows up they will not be depart from what they have learned from their parents. She also stated that teachers should remember that young children also tend to copy or mimic what they see in their elders and in persons of authority. Thus, it is important for educators, school officials and other personnel to practice what is being preached inside classrooms and by showing good manners always. The results showed that there is no significant difference in the perception of students, teachers and parents on the effects of teaching Good Manners and Right Conduct (GMRC) to the Senior High school with as computed F-value of 1.87 and the tabular equivalent to 3.24 which means values education or teaching of good manners and right conduct is highly effective.. Hence, we are now facing a new multifaceted technology still values education or GMRC is the fundamental tools to provide our children to guide themselves and be a good citizen of our country.
CONCLUSIONS
Based on the aforementioned findings and the conclusions drawn from this study, the conclusions are made.
In the light of aforementioned findings, the conclusion were drawn.
a. GMRC or Values education to the Senior High school of LSPU developed the proper traits of kindness, humility, courtesy, respectfulness, truthfulness, honesty, religiosity, trustworthiness and responsibility as perceived by the parents, teachers and students respectively.
b. Teachers must have at least webinars and training regarding GMRC or values education for effective implementation to the curriculum.
c. There is no significant difference among the perceptions made by the students, parents and teachers on the effects of teaching GMRC to the Senior High school at LSPU.
d. Updated books, magazine, journal for the students’ references in values education.
e. Teaching of GMRC must incorporated in all subjects.
KEYWORDS: Good Manners, Right Conduct, Values Education, Perception, School Curriculum, Development