Soledad-Aton_Chapter1-5.docx

EXPLORING THE EXPERIENCES OF TEACHERS AND STUDENTS ON THE
INTEGRATION OF VALUES EDUCATION IN TEACHING AND LEARNING
PROCESS.
A Thesis
Presented to the Faculty of
College of Teacher Education
Laguna State Polytechnic University
Siniloan, Laguna
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Values Education
JIEZZEL R. SOLEDAD
JESEL B. ATON
May 2023

Chapter 1
INTRODUCTION
Statement of the Problem
One of the qualities of a good teaching technique is the integration of values
with subject matter. "Integer," which means whole, is the Latin term for "integrating
or integrated.” An integrated strategy will bring the parts of the whole together to
create a more holistic, complete, and accurate picture of reality. This is what an
integrated strategy will do.
Values Integration is the teaching-learning activities in many learning
domains that provide a route for the growth of values. Organizing or uniting
subjects typically taught in various academic courses or departments is defined as
an organization of teaching content to interrelate or unite.
When it comes to integrating values, the nature of the learning domains
and their distinct contributions as bodies of knowledge are crucial. The notion to
be developed in the class is first identified by the teacher, followed by the
development of the subject's values. It is not enough to just quote a value and
discuss it. Every lesson that teachers deliver in the classroom has a personal
significance for the students.
The principles of accountability, respect, restraint, compassion,
cooperation, justice, bravery, honesty, kindness, loyalty, and friendship should be
shared in light of this information.

Used as the foundation for the values education programs offered in classrooms.
Children's moral and character development is aided by internalizing these ideals,
which helps them become sensitive and responsible adults (Dinç, 2011).
The Character of Values
Moral principles are based on nature's law: "Do good and avoid evil."
•Clearly stated values give human activity purpose.
•Values must be developed systematically, which calls for methodological support
that cannot be impartial. It necessitates thought, analysis, contemplation, and
action. (Estrellita Y. Evangelista) .Values integration is a way to develop values
through the teaching-learning processes used in the many learning domains.
The nature of the learning domains and their distinctive contribution as bodies of
knowledge serve as the foundation for values integration.
Before developing the values innate to the subject, teachers must determine the
concepts to be covered in the class.
In applying and integrating Values Education, teachers teach Values,
health, grammar, mathematics, and teach Science. After all, these subjects are all
part and parcel of life which you will see in the curriculum. The integrated strategy
that the reconstructed Basic Education Curriculum requires. To illustrate, the
teaching of Filipinos will be enriched through the integration of vocabulary, values
and competencies from the social sciences. Even with the integration of Values
and life skills in Filipino, English, Science and Mathematics, it is inevitable that

these learning areas will accentuate the development of linguistics and logical -
mathematical intelligences. (Department of Education, The 2002 basic Education
Curriculum).
Education in Filipino Values, DECS Order No. 6 of 1988.Immediately after
being presented to the Philippine President, Corazon C. Aquino, on January 25,
1988, the DECS issued DECS Order No. 6. Lourdes R. Quisumbing was DECS
Secretary at the time. It required bolstering through implementing the new DECS
Values, the Filipino people will become more moral. Education Initiative (See
Annex A). Designing a plan for the program's implementation was crucial. A
framework to direct educators. This framework makes no claims to be all-inclusive
or encyclopedic, nor does it prescribe or impose any values. It is essentially a list
of customizable values that is intended for the student to internalize and put into
practice. When it is deemed necessary and advantageous to do so, teachers may
use the values framework to assist in identifying and selecting which values to
stress, reinforce, or change.
VALUES EDUCATION FOR THE FILIPINO, The Values Education
Department of Education, Culture, and Sports Education Program was created in
1988. This program prioritized values education. Thrust in the educational system
and became an essential component of curriculum. It was critical to ensure the
program's implementation. Create a framework to help teachers. The framework
and guidelines were developed. Explained by the issuance of DECS Order No. 6,
sec. 1988. The synopsis does not impose or prescribe values it is simply a list of
adaptable virtues varying situations that the learner is expected to internalize and

practice. Teachers can use the values framework to help them identify and select
which values to teach. When it is deemed necessary to emphasize, reinforce, or
change values it is advantageous to do so. The executive supported the need to
strengthen Filipino values order issued by Presidential Proclamation No. 479 on
October 7, 1994 titled Designating November as Filipino Values Month Every Year
Month. Its goal is to mobilize all Filipinos for nation building by implementing human
values in their daily lives as citizens, and to awaken everyone to the power of
values and ideals in achieving personal and national objectives.
The Values Education Program (VEP) exists to provide goals and objectives
to encourage values education at all levels of the educational system for the benefit
of the human development committed to the construction of "a just and equitable
society "humane society" as well as a sovereign and democratic nation This is
intended to ensure that the core values of Maka-Diyos, Makatao, Makakalikasan,
and Makabansa are instilled in the students. Proper program implementation will
result in Filipinos who: are self-actualized, integrally developed individuals
endowed with a strong sense of human dignity, are social beings with a sense of
community responsibility and the environment. Productive individuals who
contribute to economic security and growth of the family and the nation as citizens,
have a strong sense of nationalism and are dedicated to the advancement of the
nation as well as the entire global community through international solidarity; and
demonstrate an abiding faith in God in real life as a reflection of his being spiritual
Values are standards or principles that are held to be important in life.
They originate in (Love, Kindness, Compassion, Mercy, Sympathy, Empathy, and

so on.) Exercising (Punctuality, Discipline, Obedience, Behavior, Conduct,
Character.,). They're the basis for human existence (Radha, 2016). Society's
values are unknown to those who lack knowledge of them cannot go on. Values
teach a man how to distinguish between good and bad and what they should do
and what should be avoided. They add value and meaning to our lives. Value
provides a person's identity and personality Values serve as guidelines, informing
him of what he should and should not do should not be done. - DO 41, S. 2003 –
VALUES EDUCATION IN THE BASIC EDUCATION CURRICULUM
Values are crucial in fostering the learning process. The impact is
significantly more pronounced when teaching a foreign language than when
teaching other topics. Therefore, it is important to recognize the importance of
values in the teaching and learning of second and foreign languages (EFL/ESL).
As Hall (2010) noted that educators constantly and frequently unwittingly transmit
values. In this regard, the EFL classroom might be a suitable environment for
values education. The values education delivered either through a stand-alone
course or by incorporating moral principles into an already-existing academic
subject. The 2017 revision of the foreign language curriculum in Turkey by the
Ministry of National Education (MEB) included the inclusion of values education.
Friendship, fairness, honesty, self-control, patience, respect, love,
responsibility, patriotism, and altruism are the main values that should be imparted
to the students in accordance with the learning outcomes. These values, however,
shouldn't be regarded as a distinct entity. They ought to be incorporated into the
syllabi's themes and topics. Participants like educators and material designers

should examine the age, psychological, and social levels of the students in
choosing the narratives, texts, and images that will be used during the teaching
process. (MEB, 2018, p. 6).
Values education instructors should be fully employed to assist the other
subject area teachers in integrating values development in the subject areas they
teach in order to ensure effective Values Education implementation, which is one
of the objectives of the reformed Basic Education Curriculum. The following
justifications underlie the issuance of this Order to successfully support each
teacher's role as a values educator, boosting the Department's group efforts to
instill desirable values in pupils being able to effectively include values
development into every teacher's session, across disciplines; to be able to support
teachers in the valuation procedures while also enhancing their subject-matter
expertise; ensuring that moral instruction is actively pursued for the following
reasons, this Order is being issued: to successfully support each teacher's duty as
a values educator, so bolstering the Department's group efforts to instill desirable
values in children; the capacity for each teacher in each field to effectively
incorporate values development into their courses; to be able to help teachers
enhance their appreciation of their teaching while also improving their subject-
matter expertise; ensuring that value education is consciously designed as a
regular subject lesson and is not treated as incidental lessons in the process; to
ensure that qualified teachers of values education or students who majored in
values education are adequately acknowledged to carry out tasks appropriate to
their skill and competency.

Values education instructors should be fully employed to assist the other
subject area teachers in integrating values development in the subject areas they
teach in order to ensure effective Values Education implementation, which is one
of the objectives of the reformed Basic Education Curriculum. The following
justifications underpin the issuance of this order: being able to effectively include
values development into every teacher's session, across disciplines, to support
teachers in the valuation procedures while also enhancing their subject-matter
expertise, ensuring that moral instruction is actively pursued.
According to Education Bureau (2021), Values education is a crucial
component of whole-person education that strives to develop students' good
values and attitudes through the study of and instruction in many Key Learning
Areas and courses, as well as the provision of meaningful learning opportunities.
In order for students to take the appropriate action to deal with the challenges in
their future lives, it is important to develop their ability to recognize the values
embedded in, objectively analyze, and make reasonable judgments in different
issues they may encounter at different developmental stages.
The ten priority values and attitudes—perseverance, respect for others,
responsibility, national identity, commitment, integrity, care for others, law-
abidingness, empathy, and diligence—could be fostered in pupils by schools to
promote values education (Newly added in November 2021).
Schools should use current events to better connect and coordinate cross-
curricular learning activities in the areas of moral education, civic education,

national education (including Constitution, Basic Law, and national security
education), anti-drug education, life education, sex education, media literacy, and
values education, with the cultivation of positive values and attitudes as the goal.
The Ministry of Education has been establishing values, according to the
National Education Council. Pamukkale University, programs for education since
2010. The provincial directorates of national security in Turkey establish these
initiatives education. Throughout the month, a values is established, as well as in-
class and extracurricular activities related to that. In accordance with the council's
decision, values are arranged across the school. The efficient execution of the
values education by instructors is critical to the provision of values education
programs because there are a lot of studies that show that instructors' values are
important to them. Brophy and Good; Ylmaz, 2009; Ouz, 2009; Babayiit and Klç,
2017. Et.al. Teachers play an essential role in the process of adding value to their
students' lives because of their position. Suh and Traiger (Yilmaz, 2009, quoted in
Suh and Traiger, 2009)
Chris Husband, Liz Bills Seventeenth to Eighteenth Centuries of Education
Long-standing concerns in mathematics education research have been the
question of values. The specific mathematical values that characterize the practice
of mathematics teachers have been attempted to be analyzed in some detail. By
examining values issues in mathematics teaching, we draw on both the
mathematics education literature and broader values education literature in this
work, which draws on one teacher's articulation of her practice. These two

literatures' interests are disjointed in our research, and we suggest that none
provides a sufficiently nuanced conceptual framework for examining classroom
behavior. (Chris Husband, Liz Bills 2005) .
From a research of teaching techniques to teacher education concerns. The
question of values has long been a source of concern in the field of mathematical
education. In this study, we look at how the literature on mathematics education,
as well as the more general research on values education, might help us better
understand how math teachers incorporate values into their teaching. Teachers
are influenced by the interactions between those values that relate to their subject
identity and their more general pedagogic or societal values orientations, but we
suggest that teachers are influenced by the interactions between those values that
relate to their subject identity and their more general pedagogic or societal values
orientations. These relationships must be taken into account when developing
professional ideals.
The problem that the researchers will address on how teachers integrating
Values Education in all aspects of their subject’s specialist and shared experiences
in teaching and learning process of students. Instilling values in children requires
zeal and enthusiasm. Children observe and learn from their teachers. They not
only imitate them, but they also adopt their behavior patterns. As a result, teachers
must become role models for their students. They must integrate values into the
curriculum, highlight the positive aspects of everyday issues, and instill values in
children in an indirect and friendly manner. Because morals and values cannot be
imposed, teachers must discuss current events and incidents in order to foster an

environment in which children are encouraged to think, analyze, and learn to
distinguish between what is right and wrong. (Chandigarh 2009).
Eurasian Journal of Educational Research (EJER), 2009 Eurasian Journal
of Educational Research (Eurasian Journal of Educational Research (Eurasian
Journal Through education, teachers instill values in their students. Extensive
study has shown that they play an important function in the teaching of values.
Teachers should be positive role models who accurately reflect values both inside
and outside the classroom, create ethical classroom environments, and use a
variety of strategies to provide children with a variety of value-related experiences
both formally and informally outside of the classroom, according to these studies.
Of course, only instructors who are trained to teach values education can raise
people who have democratic citizenship abilities and will contribute positively to
their society. Teachers' perspectives and experiences on the process of values
teaching are crucial for these reasons.
When it comes to teaching mathematics or science, teachers' values
preferences and methods. Debbie Corrigan, Barbara Clarke and Dick Gunstone,
Alan Bishop and Barbara Clarke, Barbara Clarke and Barbara Clarke and Barbara
Clarke and Barbara Clarke and Barbara A review of the literature on the subject of
connecting people and places. In comparison to values in science education,
values are a critical component of any educational setting, but they are rarely
overtly addressed in mathematics lectures. A study on teachers' value preferences
and teaching practice preferences in both mathematics and science is offered in
this paper, which includes data from a research study. There were some

substantial discrepancies between the levels of teaching and the subjects taught
in the questionnaire-based study, which was conducted by a group of volunteer
primary and secondary teachers. For example, Peters (1970) and Halstead and
Taylor (1996) both have a lengthy history of study into value education.
Teachers must address the ethical complexity of teaching as a moral action
in which they must evaluate the ethical complexity of Teaching and the moral
impact it has on their students. (Car, Colnerud, Lovat, Carr, Shapira-Lishinsky,
Daily Toomey, 2011,2006,2011,2009)) All children learn or develop values and
morality through a variety of activities at schools values education (e.g., Halstead,
1996; Lovat, 2011; Powney, Cullen, Schlapp, and others) A distinction can be
established between explicit and implicit (Johnstone & Munn, 1995; Taylor, 1994),
and a distinction can be made between implicit and explicit. Education is a value
that is implicit. Explicit values education, on the other hand, refers to the official
curriculum of schools. Implicit values education is related with a hidden curriculum
of what and how to teach values and morality, including instructors' explicit intents
and practices of values education, implicit values education is associated with a
hidden curriculum of what and how to teach values and morality, hidden values
and the education system
Purpose of the Study
The purpose of this study is to give the importance of Integrating Values
Education to English, Math and Science subjects in which teachers have an impact
on their subject's specialization Integrating Values Education into subject

specialists has an impact on every student's ability to understand and Values
Education. In this study, the purpose of it is to explore their experiences by
providing the integration of Values Education in Teaching and Learning Process.
To identify the values education viewpoints of class instructors who have a
crucial role in transferring the core values of society to students, and to express
their thoughts and experiences surrounding this process, the study will be
conducted. (Eurasian Journal of Educational Research (EJER), 2009).
Theoretical Framework
In order to overcome or at the least minimize the severity of a personality
issue, the most commonly advised approach is to Education is a way of causing
social change. In general, one's character should be kept in such a way that it can
be preserved, maintaining each person's individuality and excellent features. The
word "character" comes from the Latin words , kharassein, and kharax, which are
etymologically related corresponding words for "marking tool," "engraving tool,"
and "point to stoke" character and in French, it is caractere. In English, "character"
and "character" are two words that have a lot in common (El-Mubaroq, 2008). A
style of education that tries to cultivate a child's behavior and personality is known
as character education through the teaching of moral and ethical values. The goal
of this type of education is to instill ideals in students.
Character does not develop on its own. That is, despite the fact that humans
have a natural ability to cultivate excellent qualities. If this potential is not cultivated
through education, it will not develop correctly. Formal and informal. The formation

of a character is influenced by informal schooling. Lickona also makes three
suggestions. (1) Classroom strategy, (2) wider strategy as a holistic approach to
internalizing moral ideals, namely: outside the classroom child-rearing strategy,
and (3) a broader beyond-the-school-child-rearing strategy As a result of the
research. It employed an approach in the classroom. Through the use of the
curriculum, teachers were expected to be able to instill ideals in their students.
They teach you a lot. For farmers, good character is like a harvest as a result of
this type of education. As a result, as Covey (1997) put it, the paradigm is to "sow"
as he put it.
- What is taught in a school is known as the curriculum.
- Courses are part of the curriculum.
- Everything that happens at school, including extracurricular activities, counseling,
and so on, is referred to as the curriculum.
- Relationships between people.
- In an educational institution, a curriculum is a collection of students' experiences.
- The curriculum refers to what is taught both within and outside of the classroom,
according to the educational institution's guidelines.
- The above-mentioned descriptions of the role of character in a curriculum have
clearly indicated where to place it.
- In a curriculum, character is important. Nonetheless, what is being taught can be
stated as follows: as a result of a series of events, especially everything that

happens at school. All of these experiences point to the fact that Cognitive,
emotional, and psychomotor categories are all covered by the curriculum's
demand. The fact that the taxonomy of impact.
As you've seen, it's critical for teachers to incorporate values into their
curriculum teaching. Teachers require assistance in expressing themselves in their
own unique way within their degree of professional development, they have their
own professional mission (Sieger and (2007) (Cambridge: Mc. They will be able to
achieve their goals thanks to this support system as instructors of worth (1998),
Mc Cambridge (1998), Mc Cambridge (1998), Mc. This help is based on a learning
framework. Using this platform, teachers will be able regardless of the fact that
they appreciate education as a part of their job as a teacher. They teach either a
discipline or a subject matter. The hework that was recommended grew ponders
the following points. Making it real - teachers must look into the realities of teaching
in order to make it real how to learn in today's schools.There is a way to get
involved in a dialogue.
When it comes to the teaching-learning process, values should be integrated.
Swami Santosh Gulati Principles of Pedagogy in Education has been clarified in
the book (2004).
This has the following values:

- Consciousness that school-based events can be used to instill values
- Under the aims of education, value education is included.
- Unconditional strive for kindness is promoted through value education.- In all
aspects of personality, such as cognition and affective functioning, values
education is weighed.
The curriculum comprises both core and auxiliary components as a tool for
achieving educational goals are inextricably linked to one another To fulfill their
instructional goals, these components interact inside a system objective. The
"Competency-based Curriculum" of prior years has been incorporated into the
2013 curriculum. In 2004, and the School-Based Curriculum in 2006, respectively.
Competencies are covered in this program attitude, knowledge, and abilities, to
name a few. A key component of the 2013 curriculum development strategy is
advancing the educational goals. This curriculum takes a more in-depth approach
and is centered on the needs of the pupil’s inventiveness. The three fundamental
components of education, according to the new curriculum, have been met,
namely knowledge, talents, and attitude, all of which will aid in the development of
the students' personalities. There are a few things that you should know about in
this figure 3.

A process of value education is followed: awareness, appreciation,
willingness, and so on action and conviction it’s also a time for introspection,
thought, and discovery. Rather than a shackle. The best way to instill values is to
observe and observe and observe and observe and observe and observe
emulation. The method of subject teaching is Merent hm's method of teaching
values. However the importance of education, guidance, and supervision cannot
be overstated. The school should have its own set of ideals and philosophy that
governs it the pedagogical contributions the teacher's pedagogical inputs will be

used to teach the students based on their perceptions of the tasks, duties, and
obligations that have been given to them. Curriculum and textbooks are the origins
of values - they have values that are inherent in them need to be incorporated.
Value integration cannot be taught in a prescriptive manner. In fact, there are
several
Research Questions
This study aims to know the experiences of Teachers in teaching Values
Education in their teaching and learning process. Specifically, this sought to
answer the following questions:
1. What are the experiences of teachers in English, Math and Science on the
integration of Values Education in the teaching and learning process?
2. How effective is the Integration of Values Education in teaching and learning
process base on students learning outcome?
Significance of the Study

This study is sought to ascertain to explore the experiences of Teachers of
teaching Values Education in Teaching and Learning Process. The researcher
believes that the results of this study will be highly significant to the following
entities:
Students
It gives beneficial to students to give importance Values Education. Integrating
and shared their experiences in engaging Values Education that their teacher
gives impact to them. Also, it assists someone become more responsible and
intelligent in their actions. To keep cheerful and motivated throughout one's life, it
is also beneficial. Educating an individual to live with a positive attitude and develop
his whole character is the fundamental goal of value education
Future Mentor
This study helps the future Values Education Teachers as well as the future
mentors to integrate Values Education even if is it not Values Education are their
chosen subject specialization.
Teacher
This study help teacher to give information and strategies in Integrating Values
Education in Teaching and Learning Process. By their experiences gives an
inspirational thought, messages and impart to their students even if it is not their
subject’s specialist.
Family

For those family who wants their children to have Values, this study helps them
to be part of Integrating Values Education. By their guidance it helps the students
and their children to have a good and better life.
Community
This study helps the community to improve its own. It is important to integrate
Values Education in the community to acquire value in this study for every
individual to build a Values where love, respect, humility, understanding, and
goodwill to shared everyone.
Lastly, the study will open new areas for research since there are lots of topics
related to this that can be expounded by potential researchers.
Scope and Limitation
This study is focus on the experiences of Teachers in teaching and
Integrating Values Education with their subject specialization like Mathematics,
Science, and English. This study is conducting from August 2022 to May 2023 from
the teachers of District of Siniloan, District of Famy, District of Pangil and District
of Pakil which have Integrated Schools. The school are giving the list of the
teachers who share their experiences in Integrating Values Education in teaching
and learning process. It is base of the criteria on the year of their teaching, lesson
plan and Advisory classes. The teachers are being chose purposively who willingly
cooperate to share their experiences with standpoints when they interview.

It gives limitations in asking from their time and permission. We all know
that teachers are being busy with their time doing lesson plans, modules etc. here
in this time of pandemic where it is being limited of actions and works. Interviews,
observation and triangulation were utilize by the researcher in collecting
information from the participants.

Chapter 2
REVIEW OF RELATED LITERATURE
When looking at the international literature on values education, there are
several universal issues that come up that highlight the importance of the field's
discussion is complex: what principles should be taught in a school curriculum, and
who should be taught them? Are values "taught" or "caught" in the absence of
explicit values? In the context of education in New Zealand, such questions are
equally relevant. Because values are one of the three pillars of the "new" New
Zealand, there has been a shortage of research into the nature and effect of values
in the New Zealand school curriculum (Keown, Parker, & Tiaiwai, 2005).
Considering the importance of values in the curriculum in New Zealand, along with
key competencies and vital learning areas, it seemed appropriate to focus
research in this area.
Implications for school administrators particularly in areas where teachers
feel least secure when dealing with values such as diversity and environmental
sustainability, it will be critical for school leaders to help teachers (and students)
expand their knowledge of values-based teaching and learning and to put them
into practice. Students also said that they struggled to identify with values such as
equity and environmental sustainability (the latter value is often associated with
the idea of "picking up trash") W Given the challenge of competing values between
school and families, school leaders should reconsider how they create

"educationally powerful communities through school home relationships"
(Robinson, Hohepa, and O Lloyd, 2009, ppW 160–166).
The Constitution of South Africa and the Bill of Rights, which provide the
foundation for curriculum development that reflects democratic ideals, are at the
heart of curriculum discourse on values in education. The Report of the Working
Group on Education is one of the Department of Education's initiatives that has
influenced a variety of educational discussions.
Values in Education Working Group (DoE, 2000). This was the first step in
determining the ideals that would be incorporated into the curriculum in the long
run. The Saamtrek Conference on Values, Education, and Democracy in the
Twenty-First Century was born out of this working group's report. After this
meeting, the NCS supported The Manifesto on Ideals, Education, and Democracy
(DoE, 2001), which is now used as an example of a collection of human rights
values (HRVs) Which were designed as a technique of assisting texts in a
particular educational setting.
It was unclear why certain values were chosen above others in the
Manifesto's list of 10 Human Rights Values (HRVs) to be taught in schools to
combat social issues including intolerance, violence, and crime. "Ubuntu" (human
dignity), an open society, accountability, the rule of law, respect, and reconciliation
were among the values that were included in this list. These values included
democracy and social justice and equity. Teachers could also use the Manifesto's
16 HRV-friendly methods. These tactics were discussed in.

With the goal of elucidating value, Raths, Harmin, and Three processes,
according to Simon (1966:30), are: When deciding on values, consider: (1)
deciding; (4) valuing; and acting is the third factor that should be taken into account
A value system is referred to as aa method or a method of clarity These are a few
more Choosing: (1) freely; (2) from alternatives; and (3) after thorough examination
of the ramifications of each alternative; Prizing: (4) cherishing, being glad with the
choice; (5) willing to publicly affirm the choice; and (6) willing to openly express the
choice. (6) Acting: doing something with the option you've got (7) in a pattern of
life (Raths et al., 1997) 1966:30). The integration of the seven criteria outlined
above leads to a process of value definition. In South Africa, the government aims
to instill a culture of education, particularly in primary and secondary schools.
Character education is today a global concern, and schools are playing an
important role in spreading it. Teachers in Indonesia have been taught a variety of
ways and tactics for integrating character values with subject-matter material
during the teaching-learning process. Since character values are taught in
conjunction with academics. Because subject matter content is a new feature for
Indonesian schools, there is little evidence on how they have fared in this area. As
a result, the purpose of this research was to find out how teachers integrate
character qualities into other subjects in the classroom (i.e., during teaching and
learning). The people who replied were professors of economics from a few
Banjarmasin high schools Data was collected and analyzed using a qualitative
method, with interviews and classroom observations being the most important
techniques employed.

In the sense that it aimed to realize the ultimate reality, harmonious growth,
and spiritual well-being of an individual, education transcended all religions. The
teacher-student interaction was spiritual and divine (CBSE). 2003). Individuals
gained knowledge, efficiency, and meaning in life as a result of their intimate
relationship. In recent years, education has devolved into a process of acquiring
material in cognitive learning domains solely for the goal of passing exams and
gaining degrees. As a result, people with lopsided personalities are emerging. Man
has become so narrowed, materialistic, befuddled, frustrated, and perplexed that
he has forgotten how to coexist with others. There is an overwhelming sense of
emptiness, dreariness, and meaninglessness. T.S. Eliot, a poet, coined the term
"world" to describe it.
To guarantee the successful integration of Values Education within the
Department of Education's Basic Education Curriculum, Department Order (DO)
No. 41 Series of 2003 was issued. One of the primaries focuses of the reorganized
Basic Education Curriculum, which is based on DO 41, is values education. As a
result, values education teachers have to be completely employed to assist other
subject area teachers in incorporating values development into the subjects they
teach. This DepEd directive was created to effectively reinforce each teacher's
responsibility as a values education instructor, so bolstering the Department's
efforts to instill desirable values in students. With this, the lessons of every
instructor in every discipline would effectively integrate the formation of values.
DEPED ISSUES ORDER ON VALUES EDUCATION ( May, 2017).

Several academics looked at pre-service teachers' and practicing teachers'
perspectives on values education in various educational contexts in Turkey. Bartan
(2018); Dilmaç, Bozgeyikli, & Kol (2008); Kurtdede Fidan (2009). Bartan (2018)
explored 10 preschool teachers' perspectives on values and values education at a
northwest Turkish university in a qualitative study using interviews. In order to instill
values in children, the study found that teachers welcomed values education in the
school curriculum and profited from visual aids, theatre, and stories. Additionally,
instructors made a number of recommendations, including the need for values
education to begin at a young age and the explicit inclusion of a list of values in
preschool curricula.
Dilmaç, Bozgeyikli, and kl (2008) conducted a large-scale study with 637
pre-service teachers enrolled in the education faculty of a major Turkish university
to examine the value views of future educators in terms of many characteristics.
The study made use of the personal information form and the Schwartz Values
List. In light of the gender variable, a substantial variation in the value judgment of
the potential teachers was discovered.
Kurtdede Fidan (2009) investigated pre-service teachers' value views in a
related study. The study involved 206 aspiring teachers who were enrolled in a
primary education and social studies teaching program at a university in northwest
Turkey. The pre-service teachers' views on teaching values were ascertained
using a value teaching scale of exercises. The majority of participants agreed that
getting kids to live up to their values in real life, rather than just teaching them, was
the most crucial aspect of values education.

Other studies with related results have been reported. For instance, Klç ahin
(2010) used interviews to describe the opinions of 22 instructors who taught Social
Studies to pupils in primary schools about how to instill values in young people.
The rules that are acknowledged by society and serve as a guide for people's
behavior are referred to as values, according to the teachers. Additionally, most
Because it helps children develop strong personalities for the future,
prevents value corruption, and promotes civic virtue, many teachers believed it
was appropriate to integrate values in the curriculum. Teachers employed role
acting, theatre, and brainstorming exercises as part of the value teaching process,
defining their role as a role model. They pointed out that the most important
institution to instill is the family values in young people. Most educators said it was
helpful to because it results in lifelong learning for pupils in primary school.
Teachers stated that kids should internalize values and act in line with them.
As may be observed from the studies that are currently available and
mentioned above, Turkey's Social Studies curriculum specifically addresses
values education. Studies on values education in the EFL curriculum are still
scarce, nevertheless. Krkgöz (2019a) conducted research to identify values in the
second-grade English textbook for primary schools that is now in use. It was
discovered that fundamental principles like "respecting others, being nice, and
The ideals that were highlighted in the textbook activities were "helpful,
friendly, being tolerant, and fair." Krkgöz (2019b; 2020) examined pre-service
English teachers' views on values education in the Primary EFL curriculum in

additional research, demonstrating that they were in favor of the idea and had
grown aware of it education is valued in the EFL instruction and curriculum
identified various sorts of values in the teaching resources.
There are many opportunities to teach education in values' principles
through existing subjects and topics, despite the fact that time and curriculum
restrictions can make it challenging, if not impossible, to do so. This has the added
benefit that schools won't be abdicating their duty to teach academic skills, but they
will be rethinking how they do so. Of course, teachers should conduct their own
educational experiments and report their findings in order to incorporate new
concepts in their own unique settings. Instead of being required to accept opinions
expressed by "outsiders," students should be encouraged to discuss their ideas
with their peers13. Instead, it might be focused on understanding current
circumstances and improving them. This post hopes to be a catalyst for additional
conversation and idea exchange among instructors by offering some succinct
reviews of recent literature and some beginning points for classroom-based
research. The Sathya Sai Education in Human principles Programmed, a secular
program of universal principles that started in India and has since expanded
around the world, served as the foundation for the values mentioned here.
Italicized instances of these values are taken directly from Burrows'1 description.
There are three approaches to include values education into the current
mathematics curriculum:

• Teaching mathematics in a way that fosters the development of students'
problem-solving abilities, tenacity, and capacity for group cooperation;
• Using mathematics as a tool to practice values (by choosing tasks that will
increase awareness of social issues, environmental conservation issues, and
issues relating to comprehending humanity, our heritage, and culture, as well as
helping others),
• Teaching morals through the examples of great mathematicians (such as Rene
Descartes, who valued truth, cared about the welfare of others, and understood
the significance of quieting his mind when he needed to think15 and Maria Agnesi,
who worked diligently to assist the impoverished).
Formal education has always included instilling in students the principles
and values of a certain community (Belda, 2016). Values education, on the other
hand, did not become a distinct set of goals to be fostered in pupils alongside
academic competencies until more recent decades. Values education's primary
goal is to persuade pupils to absorb society norms in order to facilitate socialization
and the practice of good or acceptable behavior. A person's view of numerous
social obligations that influence their decisions and behavior can also be
developed through values education (Thornberg, 2008).Values are used as a
foundation in the socialization of people, to help them fit into society, and to control
their social interactions. When principles are regarded as the foundation of social
cohesion and offered at Schools should either be taught as a separate course in
the school curriculum or integrated into the existing courses because they are one

of the key themes in a democratic society (Contreras, 2007; Iskos, Francisco, &
Gegiou, 2019). Through values education, students are expected to succeed in life
on a personal level as well as become responsible, tolerant, and motivated
citizens. (Yasemin Kırkgöz, Prof. Dr., Çukurova University)
Rapid advancements in science and technology have recently changed
both the requirements of society and the place of the individual in it (MoNE, 2018).
The quality of life has improved as a result of these improvements, but the social
structure has also undergone sociological and cultural transformations. Social
issues have been brought on by these social structural alterations. Tolerance
issues, carelessness, and the deterioration of the family structure are a few of
these issues (Kenan, 2009; Lickona, 2009). All members of society, but notably
youngsters, are impacted by these issues, which results in a decline in social and
moral values. As a result, it has been stated that education is crucial and that there
are some issues that can only be remedied by education (MoNE, 2018). Currently,
in order to achieve values through

Although the concepts of values education and moral education are
sometimes interchanged, values education is used as an integrative concept that
includes concepts such as character education, moral education, and citizenship
education (Halstead, 1996). All kinds of activities in schools that help students
develop or learn morals and values are often referred to as values education
(Halstead, 1996; Lovat, 2011; Powney et al. 1995). Values are inherited from
families and societies, but teachers and schools put them into practice in a
scientific, systematic, planned and purposeful way. Schools and teachers can
successfully value education by transferring value acquisition that is, translating it
into actions in students' lives. The relevance of values education to real life, and
an environment in which individuals can actively participate, is critical for
individuals to internalize values and translate them into behavior. In this regard,
progressive or constructivist approaches play an important role in the effective and
purposeful practice of values education (Brown et al., 2019). Constructivist
approaches advocate actively constructing a student's moral understanding
through social interaction and moral discourse processes (Solomon et al., 2001).
Reasoning and scientific explanation, discussion of dilemmas with moral
implications, and the use of individual decision-making processes are considered
methods that can be used for this approach (Power et al., 1989). Students' moral
judgments can be revealed by telling stories of moral dilemmas (Berkowitz, 2011;
Narvaez,)

Chapter 3
RESEARCH METHODOLOGY
Approach and Rationale
The researcher will utilize the Qualitative Research Design, research which
involves discovery. Qualitative research is interpretive, experiential, situational,
and personal, according to Stake (2010). The researcher used the term "lived

experiences" to characterize the lived experiences of a number of people in
relation to a certain phenomenon that is the subject of this study.
This study employs Transcendental Phenomenology. A philosophical
approach to qualitative research methodology that aims to explain human
experience is known as transcendental phenomenology (TPh), which was mostly
created by Husserl (Moustakas, 1994). It is a method of qualitative study that
focuses on a certain group's life experiences. The primary goal is to arrive at a
description of the phenomenon's nature (Creswell, 2013). Phenomenology, which
has roots in philosophy, psychology, and education, tries to extract the most pure,
unadulterated data possible. In some interpretations of the approach, the
researcher used bracketing to document personal experiences with the subject in
order to help remove him or herself from the process. Memoing is one way of
bracketing. Memoing allows the researcher to elaborate on concepts and themes
identified in the coding exercise. (Maxwell, 2013)
Research Setting

Figure 4. Map of service areas in Kalayaan, Paete, Pakil, Pangil, Siniloan,
Mabitac
Figure 5. The Map of Laguna
This study is conducting and gathering data to the Baybay service areas in
Laguna.
Sample and Sampling Procedure.
A sampling process known as non-probability sampling do not give any
reason to believe that certain aspects in the universe will have the opportunity to
be a part of the study sample. We are going to see from a variety of five different
sampling techniques taking into account non-random designs. Those are quota
sampling, and Purposive sampling, unintentional sampling, or random sampling.
Modal instant, expert sampling, snowball sampling, and expert sampling sampling.
The researcher must make a deliberate choice from the list. To be used as a
sample In terms of cost, this type of sampling is not practical. Etikan I, Bala K
(2017).

The sampling design is based on the judgment of the researcher as to who
will provide the best information to succeed for the objectives study. The person
conducting the research need to focus on those people with the same opinion to
have the required information and be willing of sharing it. (Etikan I, Bala K, 2017)
Purposive sampling is a method in which a researcher selects volunteers
who are typical of the general community based on their knowledge of the subject.
A researcher evaluates elements such as experiences, advisory, lesson plans and
other concerns on how they Integrate Values Education. Other factors that may
have an impact on the population to do this. The researcher next picks a sample
that is representative of the target population in terms of these variables.
This study is focused on the teachers in different subject areas where they
Integrate Values Education with their subject specialist. By different subject areas,
the researcher collect data for this study. With the help of the criteria base on their
experiences, advisory and lesson plans are used in choosing participants. Thus,
the students of junior high school to see the outcome of integrating Values
Education by their subject specialist. The researcher acknowledges the availability
and willingness of the participants to be part of this study.
Data Collection and Analysis
Data Collection
Informal interviews, observations, and pen and paper guided by interview
questions were used to elicit information and experiences from the participants.
Researchers conducted semi-structured interviews with subject specialists in

science, math, and English. Likewise, the students for the outcome of this
integration. Experts in the area developed, examined, and confirmed this. This tool
assisted the researchers in carrying out this study.
Interviews are the primary method of collecting data in qualitative research
questions to guide participants to answer specific research questions. There has
three types of general interviews. (1) structured interview, (2) semi-structured
interview. (3) Formal to informal narrative interviews (Stuckey, 2014).
Data Analysis Procedure
Researchers used Interpretative Phenomelogical Analysis. Interpretative
phenomenological analysis' (IPA) purpose is to investigate and describe how
participants are interpreting their social and personal environments, and the
meanings specific experiences, events, or states have for participants serve as the
primary currency for an IPA study. It comprehends a phenomenon from the
viewpoint of an individual, gives an account of the experience (codes) and
interprets the lived structure.
Researchers used Thematic Based analysis. Thematic analysis is a
valuable method for identifying relevant patterns and themes in data acquired
during a phenomenological investigation. Thematic analysis can be used to elicit
deeper meanings from the events under consideration and to discover the
distinctive experiences of the persons involved. Because experience is what
happens to humans all the time, it always comprises genuine life events of
individuals. The following principles are revealed by experience: experience

presents itself in and has passions; experience integrates over space and time;
experience is a moving force; and experience is transformation [15]. The theory of
Dewey claimed that experience is the result of the interaction of two principles,
continuity and interaction [16]. The concept of continuity relates to the idea that all
experiences are carried forward and sway future experiences (p. 35). Interaction
takes place between a person, items, and other individuals (p. 42). For example,
teaching experience on a course will be determined by how the instructor teaches
the course as well as the teacher's previous teaching experience of the course.
Students and courses that are similar. (Chi-Cheng Chang 1, 2021)
Clustering into Themes discovers the similar themes from the different
interviews which can describe the phenomenon. This is what we call cross-coding.
(Moustakas, 1994).
Ethical Considerations
In research, ethical considerations are crucial. The rules and guidelines that
discriminate between right and incorrect behavior are known as ethics. They aid in
determining the distinction between acceptable and inappropriate behavior. The
ethical components of doing research, such as respect for participants,
beneficence, justice, and community respect, will be considered by the researcher
in this study.

The researchers showed concern for the participants' concerns,
recommendations, and requests regarding the study's focus. During the interview
session and observation, she considers the worth of the shared experiences and
knowledge that she shares with her ears, heart, and intellect. She keeps the
documents she collects in a safe and secure environment.
In cases when participants have sought to avoid disclosing information or
giving replies, she will treat them with utmost respect. Also, the researcher will
reveal the results of her research and ask for their feedback and approval before
presenting her findings to the panel of judges and finalizing the work for submission
to the journal.
Beneficence will be taken into account as well. When the researcher listens
to her interviewees, she will truly state both the studyy's and their intentions, as
she will listen to what happens during the interview. The research project's
procedures and any potential risks will be properly explained to the participants.
When it came to treating the participants and their responses, there was no bias.
The researcher's method of selecting participants in her study will reflect
justice. She went so far as to say that the teachers who are participating in this
study will do so out of their own free will. She ensures that the participants have a
sense of being able to rely on, trust, and entrust their thoughts and feelings to her.
Lastly, the research findings will be keep in the strictest of confidence. Other
participants are aware of what is going on around them. Whatever happens during
the interview will be between the researcher and the participant, according to the

researcher. Before the panel assessors are finalized for submission of
manuscripts, the findings will be shared.
CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the comprehensive findings and discussion of the
study on Exploring the Experiences of Teachers and students on the integration of
values education in teaching and learning process.

The researchers was able to elicit an answer to the aforementioned
research topic through questionnaires, observations, and interviews with teachers
and students in the Baybay area.
The findings set forth will give light to the research questions. Specifically,
this sought to answer the following questions:
1. What are the experiences of teachers in English, Math and Science on the
integration of Values Education in the teaching and learning process?
2. How effective is the Integration of Values Education in teaching and learning
process base on students learning outcome?
Informal interviews, observations, and pen and paper guided by interview
questions were used to elicit information and experiences from the participants.
Researchers conducted semi-structured interviews with subject specialists in
science, math, and English. Likewise, the students for the outcome of this
integration.
The Participants of the Study
Participants in the study come from the Baybay School of Laguna
from the integrated school Kalayaan-Mabitac, where they have subject specialists
in Math, English, and Science. The teachers have been in the teaching profession
for more than ten years, and they have advisory classes. Likewise, their junior high

students are asked to identify the effects of integrating Values Education in
teaching various subject areas in their learning.
Purposive sampling was used in this research in which a researcher’s select
volunteers who recommended by the head teachers where are typical of the
general community based on their knowledge of the subject. A researchers
evaluates elements such as experiences, advisory, lesson plans and other
concerns on how they Integrate Values Education. Other factors that may have an
impact on the population to do this.
Clustering into Themes discover the similar themes from the different
interviews which can describe the phenomenon. This is what we called the cross-
coding. (Moustakas, 1994).
Profile of Teacher - Participants
Name
(Optional)
Sex School Number of
Years in
Teaching
Subject
Specialization
Advisory
Class

Teacher A F BINHS 7 English
Teacher B F SINHS 7 English
Teacher C F KINHS 8 English
Teacher D F FNIHS 9 English
Teacher E M MINHS 10 English
Teacher F M PMQMNHS 15 English 
Teacher G M KINHS 1yr & 6 months Mathematics 
Teacher H F SJNJS 5 Mathematics
Teacher I F PMQMNHS 10 Mathematics
Teacher J F MINHS 12 Mathematics
Teacher K F SINHS 13 Mathematics
Teacher L F FNIHS 14 Mathematics
Teacher M M FNIHS 9 Science
Teacher N M MINHS 10 Science
Teacher 0 M BINHS 10 Science
Teacher P M SJNHS 12 Science
Teacher Q M PMQMNHS 17 Science
Teacher R F SINHS 24 Science
Teacher S F KINHS 28 Science
Table 6: Profile of Teacher- Participants
BINHS- Balian Integrated National High School
SINHS- Siniloan Integrated Nation High School
MINHS- Mabitac Integrated National High School
KINHS- Kabulusan Integrated National Highschool
SJNHS- San Juan National High School
PMQMNHS- Poten & Eliseo M. Quesada Memorial National High School

Profile of Students-Participants
Name (Optional) Sex Year & section School
Student A F Grade 8 BINHS
Student B F Grade 10 KINHS
Student C F Grade 8 KINHS
Student D F Grade 10 KINHS
Student E F Grade 9 SINHS
Student F F Grade 7 SINHS
Student G M Grade 9 SINHS
Student H F Grade 10 MINHS
Student I M Grade 8 SJNHS
Student J F Grade 8 SJNHS
Student K F Grade 10 PEMQMNHS
Student L F Grade 10 PEMQMNHS
Student M F Grade 9 PEMQMNHS
Table 7: Profile of Student- Participants
Figure 6: Defining Values Education
“Instilling
Discipline”
-Teacher O
“Values is
everywhere”
Teacher
J
“It is essential in
Teaching”
Teac
her N
VALUES
EDUCATION
“Moral “
Teac
her D

Integration of Values Education in the Teaching and Learning Process
1. Why is integration of Values Education important in your teaching?
Researchers question number 1 covered why Integration of Values
Integration is important in teaching. There were principles, characteristics
and domains that shared.
English, mathematics and science teachers emphasized the
importance of integrating Values Education and shared the importance of
integrating this generation. This includes examining each student's
behavior, personality, and performance in the classroom. By leveraging
“Very crucial
part of Learning”
- Teacher M.
“It is a part of
STRATEGY in
Teaching”
Teac
her F
“It is necessary for
the student’s
development
Teach
er A.

goals, you should always work on them and apply them to your life. People
always have morals and precepts, and how they integrate them varies from
person to person.
Values education therefore encourages tolerance and
understanding beyond our political, cultural, and religious differences, with
a specific emphasis on the defense of human rights, the protection of ethnic
minorities and vulnerable groups, and environmental conservation.
“ Kasi nga ang objective natin as a
teacher ay holistic development ,
kapag sinabing holistic
development kasama doon ang
Values so mahalaga alaga para
ma-achieved yung kabuuang
pagkatuto ng estudyante.” –
Teacher C.
Figure 7: Importance of Values Education in Teaching
“Integrating Values in
teaching Mathematics is important because
it will helps learners to understand
the reason why they need to study the
mathematical concepts. It will also
help them to realize that mathematics is
not just about numbers but it is
about how they think and react to the
situation. – Teacher J
Importance of Values Education in
Teaching

Importance of Integration of Values Education in English
“As a teacher, integration of Values education is necessary for the
student’s development and improvement not only in academic but also of
their personalities. When Values Education is integrated, it serves a big
aspect for both teacher and students to have smooth discussion because
teachers had already instilled values as part of the learner.” Teacher A
“It helps in overall character and personality development of our
learner” – Teacher E
“ Kasi nga ang objective natin as a teacher ay holistic development ,
kapag sinabing holistic development kasama doon ang Values so mahalaga
alaga para ma-achieved yung kabuuang pagkatuto ng estudyante.” –
Teacher C.
“Particularly in my field of Science,
Values is a Very crucial part of
learning the concepts
knowing and how to "use it for the
good of all people" is very
important.” – Teacher M
“Bukod sa academics, eh
kailangan din ma-build natin yung
moral values kasi naniniwala
naman ako na yun yung importante
sa lahat.” – Teacher S

“It is always integrated to other subject because in my subject, the
lesson of the story" moral" should always integrate values and practical
lesson.” She added that.”It is always integrated to other subject because in
my subject, the lesson of th so ngayon, dapat magpapaunawa paulit-ulit
hindi magsasawa na magpaalala e story" moral" should always integrate
values and practical lesson.” – Teacher D
“It is very important to integrate Values Education because it makes
the topics in my subject more interesting. It makes the students aware that
values is everywhere it also adds to essence of teaching”–Teacher E
“Values Education is a part of teaching strategy not just yung natural
behavior of students, it is part of teaching strategy. There are bright students
ngunit kulang sila sa Values. Kaya lang yung basic, very simple conduct of
classroom kahit nga yung Filipino culture na positive na we have the culture
ay hindi alam ng bata” – Teacher F
Importance of Integration of Values Education in Mathematics
“Integrating Values education is significant in teaching mathematics
as my subject expertise can be abstract and disconnected from real-world
applications with the students will understand the relevance of math in
everyday life. Is also help student to develop important social and emotional
skills such as empathy, respect and teamwork that are essential in l
ife.Lastly, it can help promote ethical behavior and responsible decision-
making. As Philosopher mentioned, learning and intelligences in important
but what makes us human is our values” Teacher G
“So that they could do/use it in their lives”- Teacher H.
“Kahit ayaw naming ma-touch yung personal na buhay hindi
maiiwasan kasi iba ditto (school) iba din sa bahay. Araw –araw
naiintegrate ang Values. Syempre, kahit grade-9 na sila may time pa rin
na nakakalimot, lalo sa trend ngayon so dapat hindi magsasawa, paulit-
ulit mag-paalala- Teacher I
“Integrating Values in teaching Mathematics is important because it
will helps learners to understand the reason why they need to study the
mathematical concepts. It will also help them to realize that mathematics is
not just about numbers but it is about how they think and react to the
situation. – Teacher J
“For my learners to become critical thinkers, be more analytical and
observant”- Teacher K
“It is best to always indicate to our students the Values formation in
their lives in all areas of learning because nowadays, values are not

evident in our students and oftentimes neglected” She added that “New
curriculum/ new practice. It integrates in all subjects but sometimes being
neglected. Every subject even in mathematics integrate any forms of
Values “Patience"– Teacher L
Importance of Integration of Values Education in Science
“Particularly in my field of Science, Values is a Very crucial part of
learning the concepts knowing and how to "use it for the good of all
people" is very important.” – Teacher M
“Values education is very essential in teaching science because it
requires discipline to learn every aspect/Concept in science, especially
during the conduct of laboratory activities where discipline and other
essential attitude is necessary” – Teacher N
“Important ang integration ng Values Education sa aking pagtuturo
dahil kailaangang magkaroon ng pag-gabay sa lapwa at equal na
karapatan lalo na sa mga experiment activity” – Teacher O
“Integration of Values Education is important in my teaching to instill
disciplineand good moral values to students”. – Teacher P
“The integration of Values Education in teaching gives a wide range
of showing your students the importance of character in learning” –
Teacher Q
“Values education is important in my teaching because when values
education is integrated in teaching, it will help the learners to behave at all
times. They exhibit discipline not only in the classroom but inside the school
premises” “- Teacher R
“Bukod sa academics, eh kailangan din ma-build natin yung moral
values kasi naniniwala naman ako na yun yung importante sa lahat.” –
Teacher S
Moral principles are guidelines that people follow to ensure they are acting
correctly. These include qualities such as honesty, fairness, and equality. Moral
principles differ from person to person because they are influenced by how a
person was raised and what is important to them in life.

Dr. Benjamin Bloom, an educational psychologist, developed a system in
1956 to categorize learning objectives into a series of learning domains that
encourage teachers to think holistically about education. Bloom's Taxonomy is the
name given to his classification system. It's been written a lot about, and it's been
used a lot, including here at Davenport. Bloom identified three types of educational
activities or domains: Mental Skills or Cognitive Knowledge, Emotions or Affective
Attitude, and Physical or Psychomotor Skills. When we apply these learning
domain ideas to learning environments, we use active verbs to describe the type
of knowledge and intellectual engagement we want our students to demonstrate
Teacher has a great impact to the learning of every student. A teacher's
primary responsibility is to provide classroom instruction that assists students in
learning. To do so, teachers must prepare effective lessons, grade student work
and provide feedback, manage classroom materials, navigate the curriculum
effectively, and collaborate with other staff. However, being a teacher entails much
more than simply carrying out lesson plans. Teaching is a complex profession that
frequently extends beyond academics. Teachers must serve as surrogate parents,
mentors and counselors, and even quasi-politicians in addition to ensuring
students' academic success. A teacher's role options are nearly limitless. (Coxx,
2020)
2. What are the benefits of integrating Values Education into your teaching?

The question number 2 covered the benefits of Integrating Values
Education in teaching. The teachers of English, Math and Science give the
benefits of integrating Values education in their teaching. These characters,
awareness and performances of the students have the impact on how
integration of Values is beneficial in their teaching.
Values education was a catalyst for teachers to reexamine their role
and teaching practice. Teachers gained confidence and knowledge through
the opportunities of professional development and staff collaboration. The
combination of collaboration and pursuing a shared direction fostered
feelings of collegial support, strong leadership and enhanced trust between
teachers and families. (iyarn, 2021).
Figure 8: Benefits of Integrating Values Education
“The benefit of it is it brings into my
teaching aside from having a
smooth delivery of a lesson is
that my relationship towards them
improved. They understand
their limitations, as how they approach
and respect me as a teacher” –
Teacher A
“Some of the
benefits are promoting
higher order thinking
skills, promotes
motivation and good study
habits. Ang bata kasi
imbes na sumagot na
Benefits of
Integrating Values
Education
“The benefits of integrating
Values Education in my
teaching,the students will
know themselves, their
classmates and their family.
They will build respect
to their classmates in that
way, I can teach them

Benefits of Integrating Values Education in English
It Improved Student Outcomes. Students improved their academic
performance. Students were more attentive in class and collaborated more
effectively. They were prouder of their work. They took more responsibility for their
own learning and worked harder in school. Students also reaped psychological
benefits. At school, they felt more connected and a sense of belonging. They were
better at self-reflection and self-evaluation. Students were also more capable of
controlling their own and their peers' behavior (iyarn, 2021).
“Syempre natutulungan silang ma-
build yung personality nila,maging
mabuting tao, maging
mabuting kapwa” – Teacher S

Values Education was shown to positively impact relationships between
teachers and students. Overall, there was a more trusting relationship, created by
a virtuous cycle between teachers and students.
That is to say:
● Teachers were more conscious of providing ‘scaffolding’ to support
students to manage their own behaviour. Teachers sought opportunities to
acknowledge and reinforce appropriate behaviour, and teachers were
perceived to listen to students and respond to their concerns to a greater
extent.
● Students were more polite, courteous, empathetic and respectful. Students
developed conflict management skills and thought that teachers treated
them more fairly. (iyarn, 2021)
“The benefit of it is it brings into my teaching aside from having a
smooth delivery of a lesson is that my relationship towards them
improved. They understand their limitations, as how they approach and
respect me as a teacher” – Teacher A
“It strengthen person’s resilience mental health and well-being” Teacher B
“Off course, as an adviser and 40 minutes lang naman yung time
namin sa kanila, yung pag-iintegrate ng Values kumbaga mas nakikilala
ko sila personally base sa sagot nila, nakikita ko dun yung culture ng bata,
mahiyain ba sila? Papaano ba sila sa bahay? tapos ano yung difference sila
sa school base dun sa kanilang sagot na hawi ang kanilang mga sarili sa
mga story, nakikita ko personality ng bata, kung sino ang mahiyain, sino
yung makikita mo yung magre-reflect na meron sila.” – Teacher C
“First it item mold in the right attitude, second, it will add good
character to students and last to be a better person.” -Teacher D

“Some of the benefits are promoting higher order thinking skills,
promotes motivation and good study habits. Ang bata kasi imbes na
sumagot na lang, mag-iisip muna sila.” – Teacher E
“Ang benefit sa akin ay madali silang i-handle, once na yung lesson
ay may integration nan g values once na makita na nila ay medyo mahihiya
na sila maggalas”- Teacher F
Benefits of Integrating Values Education in Mathematics
“First is, encouraging critical thinking and reflection on moral and
ethical issues, second, developing a strong sense of community and shared
values among students, third, preparing students for success in their
personal and professional lives by equipping them with important life skills
and values, and last, helping students develop social and emotional skills,
such as empathy, respect and teamwork”- Teacher G
“Students could understand more if the lesson were integrated
specially in real life situation”– Teacher H
“Kasi kapag paulit-ulit ka, mas lalo nilang naiindintihan, kumbaga
nare-retain”. – Teacher I
“Through integrating Values Education, learners can develop their
honesty, patience and self-discipline in completing their tasks”-
Teacher J
“Promote and instil respect for others. Be aware of the consequences
of their actions” -.Teacher K
“The new generation learners are hard to encourage especially when
it comes to values education which includes the doctrine of God, bible etch.
If students are always reminded with the value they should have, they are
guided with their goals and even in their attitude” She also added that, “If
the students of being "pasaway" and it I respond of being "mahinahon"
reverse psychology. Kindly reach out to them. They know the values of
teacher so that what teacher act the student adopt.” – Teacher L
Benefits of Integrating Values Education in Science
“The good in the concept of learning is the most integral part of what
students should know today”, He added that “What positive "Good" concept
of Values. It is always on the dark web that do not being tackle in science
and technology are connected.” – Teacher M

“Integrating Values Education in my subject the teaching of science
leads more focused learners thereby enabling to understand every scientific
concept especially those that require higher thinking skills” – Teacher N
“Kung may Values ang bawat mag-aaral ay magiging maganda ang
talakayan at pagpe-perform ng mga activity & experiement. Mas marami
silang matutunan sa klase dahil smooth ang flow ng lesson” – Teacher O
“Integrating Values to teaching can be helpful in motivating the
learners to learn, letting them know that their lessons are related to their
lives and personalities will make somehow value every lessons.”
– TeacherP
“One of the benefits of integrating values education in teaching is that
I can relate my lesson in it as teacher and mother” Teacher Q
“The benefits of integrating Values Education in my teaching, the
students will know themselves, their classmates and their family. They will
build respect to their classmates in that way, I can teach them smoothly
because they have disciplined” – Teacher R
“Syempre natutulungan silang ma-build yung personality nila,maging
mabuting tao, maging mabuting kapwa” – Teacher S
3. How do you integrate Values Education into your teaching?
Researchers question number 3 covered on how teacher integrates Values
Education in their subject areas. The participants shared different ways on how
they integrate values education. By sharing in their lesson plans, stories, rules,
motivations and values they want to integrate to their students
The 7 Habits of Highly Effective Teens by Sean Covey teaches readers how
to set goals, get organized, prioritize, make wise decisions, and most importantly,
how to help develop good character. It will help you become who you want to be.

Additionally, values education aids in students' continued development of
responsibility and common sense. They gain a better understanding of life's
perspective as a result, which aids them in leading fulfilling lives as responsible
citizens. Also, it aids students in forging solid bonds with their relatives and friends.
The ways in which values education was implemented also appeared to
have positive effects on students’ self-esteem. As part of the explicit teaching of
values, teachers took every opportunity to reinforce instances where values were
being shown. Thus, some of the impacts of values education on student wellbeing
appeared to be the creation of a safer and more caring school community, a
greater self-awareness, a greater capacity for self-appraisal, self-regulation and
enhanced self-esteem. (Hadi1, Vol. 8, No. 7; 2015)
Figure 9: Integration of Values Education
“Motivational videos, listening activities
using music, MP3 related to the
topic such as family problem, love,
decision making” He also added that
“Na dapat ma in-touch sila, kaya
lagi sinasabi samin dapat ma-integrate
ang literacy, numeracy at values sa
mga bata, bridging Intervention talaga. –
Teacher E
So ini-integrate ko sya dun sa mga
questions na binibigay ko na
makaka-create ng sharing ng kanilang
experiences sa bahay, paano
sila nakaka-develop ng kanilang
communications and meron
din silang learning activities na
nakakapag- lagay sila ng kanilang
experiences, laging nade-develop ang
values through experiences. –
Teacher C

Integration of Values Education in English
“I integrate Values Education into my teaching by simple having them
reminded of my rules and how these rules will affect them if they do not
follow them. In every lesson, I always make sure to integrate it. As part of
motivation, we have a reading selection which is quite connected to it” –
Teacher A
“Asking students to react to the material they just read or creating
poems” – Teacher B
“Sa English, kasi halimbawa ngayon na third quarter kami, more on
communication kami so tinitignan ko kasi lalo na meron silang learning gap
tapos 2 years yung kanilang learning gap so ini-integrate ko sya dun sa mga
questions na binibigay ko na makaka-create ng sharing ng kanilang
experiences sa bahay, paano sila nakaka-develop ng kanilang
Integration of Values Education
in English, Math and Science
Usually yung lesson o yung
competency ng English
or yung spring board na
binabasa nila, napansin ko
na integration na ng
Values Education- Teacher F
“By giving different
activities that focuses on
real -life situations” –
Teacher J
“I integrate Values Education in my
teaching through Homeroom
Guidance Program (HGP) it was
tackled every Monday, the topic is
about personality and how they
interact with their classmates and
family, how they value or overcome
the problems they encountered.”-
Teacher R

communications and meron din silang learning activities na nakakapag-
lagay sila ng kanilang experiences, laging nade-develop ang values
through experiences. Sa questioning and activities” she also added that in
her DLL has the integration of Values education. “Meron naman, sa
objectives kasi natin atleast nahi-hit natin yung psychomotor, cognitive o
nasa critical and affective or emotions. Kung paano nila maipapahayag o
how do you express yung kanilang.. halimbawa sa klase ko ang kanilang
objective ay to express belief and conviction so isa sa mga pinagawa ko sa
kanila ay nagpakita ako ng mga situations na mag-eexpress ng kanilang
belief and convitions – Teacher C
“Values education is integrated specially when "Story time" and
"reading time ". It has a cultural implications.” She also added that
“Communication in their learning gap. By questions that create sharing,
values development through experience integration values. In DLL, should
always on the objectives” – Teacher D
“Motivational videos, listening activities using music, MP3 related to
the topic such as family problem, love, decision making” He also added that
“Na dapat ma in-touch sila, kaya lagi sinasabi samin dapat ma-integrate ang
literacy, numeracy at values sa mga bata, bridging Intervention talaga. –
Teacher E
“When it comes to my subject, usually yung lesson o yung
competency ng English or yung spring board na binabasa nila, napansin ko
na integration na ng Values Education ‘yon tsaka minsan talaga ako
naghahanap ako ng reading text. Kagaya ng exam naming ngayon about
Argumentative essay about internet, kumbaga dito pa lang sa internet
mayroon nang good and bad side. Dito pa lang sa mga reading text, may
integration na” He added that “Usually part ng motivation, may time na
magbibigay ako ng quotation na may lesson– Teacher F
Learning requires an integration of values across all disciplines. We define
learning as a change in a person's behavior brought about by the acquisition of
new knowledge that may be encountered in everyday life. School math teachers
teach students to count, add, and subtract. The teaching should also include how
students apply it in their daily lives, the importance of taking care of things like
money and proper time management. Science teachers can use a variety of
strategies to incorporate values into their lessons. For example, if the experience

is about the human body, teachers can teach students the importance of
understanding and caring for their own bodies. When teaching English, Filipino, or
other languages, values can be taught through example sentences and values-
related activities. For example, when teaching noun identification, using the phrase
``Filipinos help each other in particularly difficult times'' can help students
recognize not only nouns but also other beneficial characteristics of Filipinos. Sho
(inkspiel, Friday, April 17, 2009), August 2012)
Integration of Values Education in Mathematics
“Model and reinforce positive behaviors and attitudes, such as
respect, honesty and responsibility. By using real-world examples focusing
on issues of social and ethical significance collaboration, communication
and teamwork. Also, to provide feedback that reinforce positive values and
behaviors and helps students identify areas for improvement” – Teacher G
“By giving examples” – Teacher H and same as Teacher K answered
it by “Leading by example”
“Bago pa lang magsimula, lalo na first subject. Nagdarasal kami,
makakakita ka ng hindi normal na salita galling sa mga estudyante so ang
agagwin mo ay pagsasabihan, “ Alam nyo ba, ganto ganan” kahit sa Math
talagang pinapasukan ng Values Education”. She also added that she
apply Values Education through “Basta may lesson araw-araw, katulad ng
lagi kong sinasabi sa mga bata na hindi naman kailangan na matalinong
matalino basta mabuting tao” – Teacher I
“By giving different activities that focuses on real -life situations” –
Teacher J
“Every after each lesson, I usually ask my students the application of
the lesson because in Math, It is very difficult to motivate them but I always
emphasize to my students the attitude during computations and solving.”
She also added that “In math, real life what it will apply to it."Abstract
application" always on the objective in my lesson plan “– Teacher L
Integration of Values Education in Science

“At the end of the lesson, we (the students) try to realize what is the
use or benefit of what they have learned. - Science "Paano magagamit sa
area na ito?" That gives awareness and preparations.” – Teacher M
“Understanding scientific knowledge is very much relevent to
understanding phenomena that they encounter in their daily life situations,
so the Values that they develop from daily encounters could be easily
embedded to my teaching of science” – Teacher N
“Pagdaraasal bago magsimula ang klase, pagbati at nagshe-share
ng personal experiences para maging inspirasyon pero related sa topic ang
Ishine-share at ipinapaliwanag ang masamang naidudulot ng bullying” –
Teacher O
“Sometimes integrate Values Education by giving examples and
sometimes by giving them quotes related to the lesson. I also integrate it in
their learning activities.”- Teacher P
“I can integrate Values education in teaching (if) the lesson (Nee)
has something to do with the behavior of students.”- Teacher Q
“I integrate Values Education in my teaching through Homeroom
Guidance Program (HGP) it was tackled every Monday, the topic is about
personality and how they interact with their classmates and family, how they
value or overcome the problems they encountered.”- Teacher R
“Kapag may mga lessons, kapag nagle-lesson ako nagbibigay ako
ng mga examples na nakikita talaga sa real-life situations plus yung Values
education na pwede natin i-integrate sa mga students. So Science yung
subject, may mga topic na pwede natin i-relate sa Values.” – Teacher S.
Also, he added that it includes it in her classroom rules and lesson plan
If students are sufficiently supported and encouraged to participate, their
involvement in daily work helps them develop the information, abilities, traits, and
understandings necessary to become productive employees. Students and staff
work together to attain their learning goals, and it is aided by personal initiative and
the (financial, social, and opportunistic) affordances made accessible to individuals
(Billett, 2014a; Smith, 2018). In order to guarantee support for learning and
integration, students must retain social connections and trust in order to share
information. Their employment fosters rewards for both parties in terms of

organizational, group, and individual development. Students participate in work
activities by contributing their theoretical understanding, practical expertise, and
past knowledge (Martin et al., 2012). They grow personally over time
And they have the professional qualities to be productive and active
members of the workplace community. Well supported and encouraged to
contribute. To be a productive worker, you need students are expected to connect
and integrate what they have learned in different environments. We interpret
connectivity as the ability to connect curricula that are conducted and experienced
in educational institutions and workplaces. However, connectivity alone is not
enough.
Students also need to integrate what they have learned from processing
experiences from the two curricula. This underscores the role of educational
institutions and workplaces in making good use of learning and integration spaces
(Arkrog. 2005; Schaap et al., 2012). The effectiveness of such collaboration is
determined by the purpose and the quality of communication between teachers
and supervisors in the workplace. However, little is known about teachers'
communication practices to promote WIL.
A value-based educational strategy is called value-based education. Create
a solid learning environment that enhances academic achievement and helps
students develop lifelong social and relationship skills. A positive learning
environment is created by staff fostering positive values throughout the school.

Instantly take the stress out of tense interactions for teachers and learners and
free up time for teaching and learning.
Additionally, it enhances students' social skills, giving them the social and
relationship skills, intelligence and attitudes they need to succeed in school and in
life.
4. How does the integration of Values Education in teaching your subject
affect the learning of your students?
Researcher questions number 4 covered how the integration of teachers of
Values education affects their subject area. The participants shared experiences
on how it affects values education in their subject area where it improves, focused
and internalized by the students, and expressing themselves in their subjects. It’s
either English, Math or Science.
Figure 10: Integration of Values Education in teaching subject affect the
learning of Students
“The integration of Values
education in my subject is let the
students express their emotions,
sometimes some students open-up
about something I didn’t expect to
hear” – Teacher A.
“First, yung pag-iintegrate ng values
education ay malaking epekto,
actually kumbaga mas eto yung
target natin na once na ma-develop
natin yung values sa mga bata is
domino effect” – Teacher C

Integration of Values Education in teaching English affect the learning of the
Students
Promoting positive values and attitudes is a central part of education and
fits well into an English curriculum framework that embodies the knowledge,
general skills, values and attitudes that students are expected to acquire. To do. It
is important that teachers use high-value English learning resources to identify and
create English teaching opportunities that instill positive values in their students.
(Hong Kong net system)
Integration of Values
Education in teaching
subject affect the
learning of Students
Para hindi sila masyadong natatakot
sa Math pagka binibigyan mo sila
ng lagging moral lesson, kasi lagi
nilang sinasabi na mahina sila sa Math
pero lagi namin ini-insit na walang
mahina sa Math, kasil kahit saang
bagay gamit ang numbers kaya
walang mahina sa Math, sadyang may
mga tinatamad lang” -Teacher I.
“Nagkakaroon sila ng
paggalangsa isa’t-isa at kung
iginagalang nila ang isa’t isa ay
may pagkakataon silang matuto
ng maayos”- Teacher O

“The integration of Values education in my subject is let the students
express their emotions, sometimes some students open-up about
something I didn’t expect to hear” – Teacher A.
“Help them to think from others perspective and realize their purpose
in life” Teacher B
“First, yung pag-iintegrate ng values education ay malaking epekto,
actually kumbaga mas eto yung target natin na once na ma-develop natin
yung values sa mga bata is domino effect, kapag nadevelop values nila so
mabilis na ma-encourage sila dun sa mataas na level which is critical
thinking ng mga bata. Malaki talaga yung epekto, kasi ako as a teacher
nakikita ko na yung critical learning ng mga bata ay pwede mo siya
matutunan anytime, pwede ma-develop anytime pero mahirap siya ma-
develop kung kulang yung values so siguro magkakaroon ng excellence
learning kung napagsasabay natin siya, kumbaga magka-ulam natin sya. “-
Teacher C
“In DLL, there's a reflection on what will you get from the lesson. A
good effect is to be a better person and avoiding to be "pasaway" -
Teacher D
“Some of the students comprehend the topic at hand while others
are gathering their thoughts relating to their real- Life situations”
– Teacher E
“Siguro dun sa mga examinations dahil mas malinaw sa kanila
yung instructions, dun sa Values na dapat nilang ipakita sa examination,
mas tumataas yung performance nila.”- Teacher F.
Integration of Values Education in teaching Mathematics affect the learning
of the Students
In the past, the main focus of mathematics teaching was to fill the heads
of students with rules and knowledge until the examination, after which the
knowledge would be forgotten, except by the few who need to apply it to their
work. However, in recent years, educators have realized that mathematics
teaching doesn’t have to be that way. By rethinking the way in which we teach
mathematics topics, we can help students develop the values of good common

sense and non-discriminatory use of knowledge arouse their interest in
mathematics to a point where it becomes integrated with their whole being. Help
them to apply their mathematics knowledge to meet the challenges of life.
A growing number of people must be able to think independently in an
ever-evolving world, especially as technology increases the amount of information
that can be accessed and manipulated. They must also be able to adjust to
unknown or unforeseeable circumstances more easily than in the past. Teaching
math includes skills and functions that are essential for daily life, such as reading
a map to get directions, understanding weather forecasts, understanding
economic trends, understanding loan payments, or calculating if the cheapest
product is the best buy.
( https://www.nzcer.org.nz/nzcerpress/set/articles/integrating-values-education-
mathematics-classroom
“Improves motivation and engagement, the development of social
and emotional skills, promotion of ethical behavior, and increase sense of
community”- Teacher G. Same as the students of Teacher L that “They
behave properly during the discussion. Students learn more of the topic.
Teacher H, said that “It is hard to integrate values in math”
“ Para hindi sila masyadong natatakot sa Math pagka binibigyan mo
sila ng lagging moral lesson, kasi lagi nilang sinasabi na mahina sila sa
Math pero lagi namin ini-insit na walang mahina sa Math, kasil kahit saang
bagay gamit ang numbers kaya walang mahina sa Math, sadyang may mga
tinatamad lang” -Teacher I.
“By integrating Values Education, learners will deeply understand the
concepts in Mathematics as they solve real-life problems” –Teacher J. It has

the same concept of Teacher K that “It allow my learners to prepare them
for their future, helps to become more responsible and sensible. By that,
students are being able to do good and responsible.
Integration of Values Education in teaching Science affect the learning of the
Students
The relevancy of the values education with real life and an environment that
enables individuals to participate actively is crucial for internalization of the values
by the individuals and transforming them into behaviors. In this respect, the
progressive or constructivist approach becomes prominent in effective and
purposeful practicing values education (Brown et al., 2019). The constructivist
approach advocates the active construction of students’ moral understanding
through social interaction and moral discourse processes (Solomon et al., 2001).
Reasoning and scientific explanations, discussions about dilemmas with moral
dimensions and the use of individuals’ decision-making processes are considered
as methods that can be applied for this approach (Power et al., 1989). The moral
judgments of the students can be revealed by giving them moral dilemma stories
(Berkowitz, 2011; Narvaez, 2006).
“Me as teacher ensure that at the end of the lesson, students will be
able to appreciate what knowledge it gain should be used to benefit every
people” He also added that “It is always "at the end of the lesson" should
applicable to their life " Greetings" - the good of what they should in learning
so that if they graduate, there is more multiple choice in life. "Do,s and
don't– Teacher M
“Enabling them to understand the importance of learning different
scientific skills lead them to be more respectful and understanding. They
also develop high sense of acceptance of the different events that they do
encounter in daily living.”- Teacher N

“Nagkakaroon sila ng paggalangsa isa’t-isa at kung iginagalang nila
ang isa’t isa ay may pagkakataon silang matuto ng maayos”- Teacher O
“The learners become more motivated because they can relate to
it” –Teacher P. it is same as the other subject specialist, the students
become more motivated to learn and participate to the topic.
“The integration of Values Education in teaching science it creates
deeper knowledge on the part of the situations has spot or heart in the
subject” – Teacher Q
“The integration of Values Education in my subject affect the
learning of my studnets through solving problems, or seeking solutions to
the problems. They used HOTS (High order thinking skills) in my everyday
life situations. “- Teacher R
“Unang una kasing Values na tinuturo ko ay pagiging responsible,
syempre kung marunong ang mga bata na maging responsible magiging
madali sa kanila na matutuhan yung lesson. Another yung respect, lalong
lalo na sa akin, so matutunan nilang sundin kung ano man yung
instructions so pagsunod nila, nagagawa nila yung mga requirements nila
sakin.”- Teacher S
Figure 11: Characteristic of Values Education

5. How do you develop Values Education by teaching your subject?
The question number 5 covered on how the teachers develop Values
Education by teaching their subject. The participants shared on how they involved
Values Education in teaching their subject. They make sure that even it is not their
subject specialization, they will input and integrate Values Education
Figure 12: How Teachers Develop Values Education
Madali siya kasi mayroon kaming mga
literary text na pwede naming i-
integrate, na may mga Values kung ano ang
natutunan at kung paano mai-aapply. Aside
from getting the values o yung moral ng
story ay how will you apply in the present –
Teacher C

Development of Values Education in teaching English
“I, as teacher develop Values Education by being the doer of my
own rules. If we teachers will not follow, our students will also not follow.
As the saying goes, to be a good leader, be a good follower’- Teacher A. It
is followed on teacher B says that to develop Values Education, it should
“Setting a good example to my class”
“Dalawa kasi na subject na hawak ko, isang English at isang
Filipino, sa amin sa Language ay madali siya kasi mayroon kaming mga
literary text na pwede naming i-integrate, na may mga Values kung ano
ang natutunan at kung paano mai-aapply. Aside from getting the values o
yung moral ng story ay how will you apply in the present kasi kumbaga
hindi lang siya natatapos sa identifying the values, mas nakikita namin
yung positive effect ng pagi-integrate ng Values” .-Teacher C
“Every lesson there's application. Culture - story- what if attached
especially in reading” – Teacher D
Developing of Values
Education in Teaching
“Depende siya sa topic, tungkol sa
quadratic equations kasama dun
yung highest exponent
expression, i-rerelate mo rin siya sa
buhay.” –Teacher I
“Madalas, nagku-kumustahan so kahit
sabihin natin na konting minute lang
sa palagay ko naman ay nagiging open
sila kung mayroong problem at nai-she-
share nila at yung mga solusyon ay
mapaguusapan. So by that, lahat ng
palagay ko na maipapasok natin na
values ay makukuha nila. “ He
added that “ Yung mga importanteng
Values sa Deped core Values na
kailangan maituro sa mga bata “ –
Teacher S

“In the process of designing the lesson plan, I always include the
thought of giving activities of making conclusions, generalisation and even
interpretation of the topic” – Teacher E
“Siguro through, sa English kasi more on reading, reading talaga so
yun talaga, yung spring board kumbaga, kailagan may moral at values
talaga. – Teacher F
Development of Values Education in teaching Mathematics
“I may be able to develop Values Education by teaching my subject
through deliberate intentional approach that emphasize the development
of student, social, emotional and ethical skills and creates a positive ang
inclusive classroom environment” – Teacher G
Just like the other subject specialist, Teacher H says that to
develop Values education in teaching Math, it is through “By giving
examples in real-life situations.”
“Depende siya sa topic, tungkol sa quadratic equations kasama dun
yung highest exponent expression, i-rerelate mo rin siya sa buhay.
Depende yung pag-develop ng Values sa topic, minsan hindi topic ngunit
nakikita mo na kailngan i-develop kaya maipapasok mo talaga siya
(Values)”- Te acher I
“By giving activities that will develop their patience and discipline in
completing their tasks. By giving situations that will apply the concepts that
they have learned’ – Teacher J
“I always encourage my students to love the subject and its
importance in doing so” She also added that always tells to her students to
love Math “In math laging may "Love" the subject. If the students love
math they always called "Ilove math"” –Teacher L
Development of Values Education in teaching Science
“At first meeting on the greeting, I ensure that everybody
acknowledge the teachers as a sign of respect” –Teacher M
“By integrating scientific attitude is one way to develop values
education among learners” –Teacher N
“During activity/ experiment, they perform based on their given
tasks, hindi nag-aagawan ng task at nagiging maayos ang kanolang pag-

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