zenia thesis proposal.doc

8/17/2019 zenia thesis proposal.doc

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Chapter 1

THE PROBLEM

Background of the Study

Nowadays, children are not acquiring basic moral values because today's

generation of adults is such poor role models. Today's youth have shown the

decline in moral value. Even the simplest of moral values lie, respect, care

and consideration slowly fading away over the years. Today!s pupils are

inheriting a world very different from the one their parents new.

"esearch by the Children's #ociety suggests that two thirds of adults

believe that the moral values of young people have declined considerably since the

time when they were young $http%&&www.timesonline.co.u&tol

&news&u&article()*+.ece-.

t is in the above statement that the researcher would lie to find out the

level of moral values among the elementary pupils of /alama Central Elementary

#chool.

Conceptual/Theoretical Frae!ork

This study intends to view the level of moral values among elementary

pupils of /alama Central Elementary #chool.

http://www.timesonline.co.uk/tolhttp://www.timesonline.co.uk/tol


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The basic moral values consist of, among other things, honesty,

indness, industry, obedience, courtesy, self0discipline, respect for elders, thrift,

self0reliance, conservation, godliness, politeness, thoughtfulness, trustworthiness,

helpfulness and others $http%&&www.freeinquiry.com&teaching0morals.html -.

This study is based on the ohlberg!s theory of moral development.

2ccording to ohlberg, an individual could not sip the si3 stages of moral

development. 4e believed that individuals made progress by mastering each

stage, one at a time.

The earliest stage of moral development is especially common in young

children, but adults are capable of e3pressing this type of reasoning. 2t this stage,

children see rules as fi3ed and absolute. 5beying the rules is important because it

is a means to avoid punishment $http%&&psychology.about.com&od&

developmentalpsychology&a&ohlberg.htm-.

#tage two of moral development, children account for individual

points of view and 6udge actions based on how they serve individual needs. n the

4ein7 dilemma, children argued that the best course of action was whichever best0

served 4ein7!s needs. "eciprocity is possible, but only if it serves one's own

interests

$http%&&psychology.about.com&od&developmentalpsychology&a&ohlberg.htm.

#tage three is often referred to as the 8good boy0good girl8 orientation,

this stage of moral development is focused on living up to social e3pectations and

http://www.freeinquiry.com/teaching-morals.htmlhttp://psychology.about.com/od/http://www.freeinquiry.com/teaching-morals.htmlhttp://psychology.about.com/od/


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roles. There is an emphasis on conformity, being 8nice,8 and consideration of how

choices influence relationships $http%&&psychology.

about.com&od&developmentalpsychology&a&ohlberg.htm-.

n stage four of moral development, people begin to consider society as

a whole when maing 6udgments. The focus is on maintaining law and order by

following the rules, doing one!s duty, and respecting authority

$http%&&psychologyabout.com&od&developmentalpsychology&a& ohlberg.htm-.

9eople begin to account for the differing values, opinions, and beliefs of

other people in stage five. "ules of law are important for maintaining a society, but

members of the society should agree upon these standards

$http%&&psychologyabout.com&od developmentalpsychology&a&ohlberg.htm-.

ohlberg!s final level of moral reasoning is based upon universal ethical

principles and abstract reasoning. 2t this stage, people follow these internali7ed

principles of 6ustice, even if they conflict with laws and rules.

The succeeding schematic presentation shows the independent and

dependent variables of the study. The independent variable is the profile of the

respondents in terms of age, gender, and monthly family income. The dependent

variable is the level of moral values in terms of honesty, indness, industry,

obedience, courtesy, self0discipline, respect for elders, thrift, self0reliance,

http://psychology/http://psychology/


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conservation, godliness, politeness, thoughtfulness, trustworthiness, and

helpfulness.

Profile

• Age

• Gender

• Monthly Family

Income

Moral Values

• Honesty

• Kindness

• Industry

• Obedience

• Courtesy

• Self-discipline

• espect for elders

• !hrift

• Self-reliance

• Conser"ation

• Godliness

• #oliteness

• !houghtfulness

• !rust$orthiness

• Helpfulness


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:igure 1

#chematic 9resentation of the #tudy

Stateent of the Pro"le


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This study aims to find out the level of moral values among elementary

pupils of /alama Central Elementary #chool during the school year (+1;0(+1

(. =hat is the level of moral values of pupils in terms of honesty,

indness, industry, obedience, courtesy, self0discipline, and respect for elders,

thrift, self0reliance, conservation, godliness, politeness, thoughtfulness,

trustworthiness, and helpfulness>

). s there a significant relationship between the profile of the pupils

and their level of moral values>

Hypothe#i#

451% There is no significant relationship between the profile of the

pupils and their level of moral values.

Significance of the Study

The results of this study may be beneficial to the following%

#ociety. The outcome of this study may provide them information with

regard to the moral standing of the youth today. 2lso, it may help the society to

mae actions and programs to save the youth from immorality.

Teachers. The findings of this study may give them guide in molding

their pupils to become morally upright.


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9arents. This study serves as a guide to them to perform their duties and

responsibilities well particularly in shaping the morality of their children.

9upils. t may help pupils to determine their moral values and to

become aware of their moral standing? enrich their nowledge about the

significance of morality in their e3istence.

:uture researchers. This study may give those ideas on how to gather

more relevant information in order to go further on their research studies and this

may also serve as a good reference in studying moral values.

Scope and Liitation of the Study

This study will be conducted among the randomly selected elementary

pupils of /alama Central Elementary #chool during the school year (+1;0(+1<

particularly those enrolled in @rade A, @rade A and A.

The data0gathering instrument to be employed will be the questionnaire

which was adapted from a master!s thesis by Noemi C. Banghanoy, Teaching of

Aalues in #elected Elementary #chools of Danao del Norte.

The validity and reliability of the results depend upon the honesty of the

respondents in answering the questionnaire.


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$efinition of Ter#

To have a clear understanding of the study, the following terms are

conceptually and&or operationally defined%

Foral values. t relates to the conduct or character viewed from the

concept of right and wrong $Timbre7a, (++)-.

4onesty. t is the act speaing truth and creating trust in minds of others

$http%&&en.wiipedia.org&wii&4onesty-.

indness. t is the act or the state of being ind and mared by

charitable behavior, mared by mild disposition, pleasantness, tenderness and

concern for others. t is a recogni7ed value in many cultures and religions

$http%&&en.wiipedia.org&wii&indness-.

ndustry. 5perationally, this refers to the perseverance of an individual

to perform a tas.

5bedience. 5perationally, it is the act of obeying with respect to another

person.

Courtesy. t is a courteous or respectful or considerate act

$http%&&www.google.com.ph&search>hlGtlH

IGdefineJ)2courtesyHbtn@GFaghanapHmetaG-.

http://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Trusthttp://en.wikipedia.org/wiki/Charity_(virtue)http://en.wikipedia.org/wiki/Dispositionhttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&http://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Trusthttp://en.wikipedia.org/wiki/Charity_(virtue)http://en.wikipedia.org/wiki/Dispositionhttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&


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#elf0discipline. t is the training and control of oneself and one's

conduct, usually for personal improvement

$http%&&dictionary.reference.com&browse&

self0discipline-.

"espect for elders. 5perationally, this refers to the state of being

regarded with honor or esteem.

Thrift. 5perationally, this refers to an e3treme care in spending money.

#elf0reliance. t refers to the capacity to rely on one's own capabilities,

and to manage one's own affairs? independence $en.witionary.org&wii&self0

reliance-.

Conservation. 5perationally, this refers to the preservation and careful

management of the environment and of natural resources.

@odliness. t refers to the condition and quality of being godly, pious,

and scrupulously observant of all the teachings of one's religion, practicing virtue

and avoiding sin $en.witionary.org&wii&godliness -.

9oliteness. 5perationally, this refers to the act of showing regard for

others.

Thoughtfulness. t is the trait of thining carefully before acting

$wordnetweb.princeton.edu&perl&

webn-.

http://dictionary.reference.com/browse/http://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://dictionary.reference.com/browse/http://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQ


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Trustworthiness. t is a moral value considered to be a virtue? taing

responsibility for one's conduct and obligations

$en.wiipedia.org&wi&Trustworthiness -.

4elpfulness. 5perationally, it refers to the act of being helpful and

giving or rendering aid or assistance.

Chapter (

RE%&E' OF REL(TE$ L&TER(T)RE (*$ ST)$&ES

This chapter discusses some related literatures and studies which serve as the

bases of the present study. This presents a review of the wor of some authorities

who have provided the researcher some basic frames of references in this wor.

http://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhw


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Related Literature

Teaching young people basic values is important. t helps them mae

decisions that will be good for their future. Koung people can mae right

decisions if they understand what maes something right or wrong

$http%&&www.character0education.us&inde3.htm-.

2 value becomes moral because it is recogni7ed as reasonable and freely

chosen by a human person. Foral values are absolute, universal and necessary for

everyone $Bau7on, (++(-. t relates to the conduct or character viewed from the

concept of right and wrong $Timbre7a, (++)-.

Children are not acquiring basic moral values because today!s

generations of adults are such poor role models $http%&&www.character0

education.us&inde3

.htm-. "esearch by the Children!s #ociety suggests that two thirds of adults

believe that the moral values of young people have declined considerably since the

time when they were young $http%&&www.childrenLsociety.

com&morals-.

Foral values also derive from within one!s own self. Children from the

ages of < to 1( understand what lying is and the moral wrongness of this behavior.

4owever, children may continue to lie in order to test adult rules and limits. The

child may admit to tell a lie, but usually he&she has many reasons for having done

so. "ules are very important at this age, so cheating becomes less important

http://www.character-education.us/indexhttp://www.character-education.us/indexhttp://www.children_society/http://www.character-education.us/indexhttp://www.character-education.us/indexhttp://www.children_society/


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$http%&&www.children hospital.org&a7ite1(;&mainpage#1(;9+.html-. 5nce,

however, any form of discipline is applied to modify the child!s behavior, the child

now gains the capacity within himself to distinguish his right behavior from his

wrong behavior. Now, the child can mae correct choices based on his own

nowledge. The choices that are made by an individual from childhood to

adulthood are between forbidden and acceptable, ind or cruel, generous or

selfish. 2 person may, under any given set of circumstances, decide to do what is

forbidden. f this individual possesses moral values, going against them usually

produces guilt $http%&&www.allaboutphilo sophy.org&moral0values0fag.htm.-.

9eople who have good moral fiber are successful in their relationships

with other people. They now how to treat another person with respect and now

how to earn respect from other people. They are the type of people who wants to

be friend with. 2nother is they contribute positively to society by reaching beyond

themselves out into their community. They get involved and help as they can and,

they tae responsibility for their actions. They try to fi3 any mistaes they mae.

They are capable of feeling a sense of accomplishment when they finish a tas.

9eople who do not have base values aren!t even able to feel good about doing

something right. 2lso they are capable of learning and growing both socially and

emotionally and they are generally happier. They grab on to the best of what life

has to offer them. They can see the light at the end of the tunnel when life gets

tough $http%&&parentingteens.about.com&od&disciplin1&a&teachLvalues.htm-.

http://www.children/http://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.children/http://www.allaboutphilo/http://parentingteens.about.com/od/disciplin


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There are several other approaches to the study of moral development,

which are categori7ed in a variety of ways. Briefly, the social learning theory

approach claims that humans develop morality by learning the rules of acceptable

behavior from their e3ternal environment, an essentially behaviorist approach.

9sychoanalytic theory proposes instead that morality develops through humans'

conflict between their instinctual drives and the demands of society. Cognitive

development theories view morality as an outgrowth of cognition, or reasoning,

whereas personality theories are holistic in their approach, taing into account all

the factors that contribute to human development.

The differences between these approaches rest on two questions% 4ow

moral are infants at birth> 2nd how is moral maturity defined> The contrasting

philosophies at the heart of the answers to these questions determine the essential

perspective of each moral development theory. Those who believe infants are born

with no moral sense tend toward social learning or behaviorist theories, because

all morality must therefore be learned from the e3ternal environment. 5thers who

believe humans are innately aggressive and completely self0oriented are more

liely to accept psychoanalytic theories where morality is the learned management

of socially destructive internal drives. Those who believe it is the reasoning

abilities that separate humans from the rest of creation will find cognitive

development theories the most attractive. 2nd those who view humans as holistic

beings born with a full range of potentialities will most liely be drawn to

personality theories $http%&&www.angelfire.com&fol&

http://www.answers.com/topic/behaviorism-1http://www.answers.com/topic/cognitive-developmenthttp://www.answers.com/topic/cognitive-developmenthttp://www.angelfire.com/folk/http://www.answers.com/topic/behaviorism-1http://www.answers.com/topic/cognitive-developmenthttp://www.answers.com/topic/cognitive-developmenthttp://www.angelfire.com/folk/


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mpv&moraldevelopment.htm-.

The rise in crime, drug and alcohol abuse, gang violence, teen

parenthood, and suicide in =estern society has also caused a rise in concern over

morality and moral development. 9arents and teachers want to now how to raise

moral children, and they turn to moral development theorists to find answers.

:reudian personality theories became more widely nown to the =estern public in

the 1M


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Foral values form a subset of the set of all values, and a value simply

consists of the things $abstract or concrete- that some people value. =hat one

person values highly another person may despise. t has become common for

groups of people who hold one set of values to claim that others have no values,

but a person who had no values whatsoever would be unmotivated in all respects.

The same general analysis holds for moral values.

Foral value can either mae or unmae an individual? it can either

foster or destroy any human relationship. Fa3 #cheler as cited by /y $1MM*-

stated that when a person fails to respond to the call of a value, it is not the value

that is destroyed but the person himself. n this regard he e3plains that the moral

value of good and evil forms personhood. 2s doing good maes more of a person,

so doing evil maes less of a person and more of a beast. t is in this conte3t that

again finds the relevance of ohn #tuart Fill!s famous statement% t is better to be

a human being dissatisfied than a pig satisfied $Titus, 1M;-.

2 value becomes moral because it is recogni7ed as reasonable and freely

chosen by a human person. Foral values are pre0eminent over human values.

They are absolute, universal and necessary for everyone. They are obligatory

which is ought to be reali7ed and cannot be postponed $Bau7on, (++(-.

#ince morals are inculcated to help soften conflicts among individuals

in a society, it is clear that the original disruptive motivations do not disappear.

They can appear in the actual behavior of individuals 00 even the individuals who

are charged by society with maintaining adherence to that society's values.


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nnate moral strengths of virtues must be nurtured at various stages in

order for the person to develop morally as stated in Ericson!s psychoanalytic

theory of moral development. The emergence of these virtues taes place within

three periods of ethical development% moral learning in childhood, ethical

e3perimentation in adolescence, and ethical consolidation in adulthood $Ericson,

1M;-.

t is essential that the student acquire an understanding of lively feeling

for values of the morally good. 5therwise, he O with his speciali7ed nowledge O

more closely resembles a well0trained dog than a harmoniously developed person

$Einstein, 1M;;-.

n recent years, there has been increased interest in the moral

development of students in higher education and the role of the institution in

facilitating moral development. The significant moral problems that are

prevalent on college campusesPalcohol abuse, date rape, academic dishonesty,

vandalism, and assault, to name a few are indications of the need for ethical

development of college students

$http%&&www.usca.eduB2&facultyfiles&feulafiles&:eulaJ(+AT2

J(+(J(+#epJ(++*.pdf-.

Collier defined moral values as values to which a sense of obligation is

attached. Fore than mere preference, moral values are those values lie respect

and responsibility, around which good character is formed $http%&&boos.google.

com.ph&boos>idGnw52 22


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I22HprintsecGfrontcoverHdqGCollierQmoralQvaluesHsource

GblHotsGe@7Da#dd9cHsigG4Tf(dI+qv(d"MFI+lIT//DcwHhlGtlHeiG)1

d7#MRMFKq


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Chen $(++;- findings indicate that the student participants perceive that

values are personally important to them but that the university has only a small

role in shaping those values and influencing their decisions.

#tatistical analysis of the responses in the student survey indicated that

participants! moral values were important to them personally in terms of both their

life directions and collegiate e3periences. 4owever, the role of the university in

shaping their ethical values was much less important to the student participants.

#imilarly, the mean of the sample of students surveyed indicates that participants

perceived the institution!s role to be less than somewhat important when faced

with a moral or ethical dilemma.

5verall, the students surveyed indicated that morals and ethical

standards were important to them, but that they did not perceive the institution to

have a prominent role in shaping their attitudes in this area. Bo!s $1MM+-

contention that the diversity of large public institutions can create confusion in

students regarding ethical dilemmas supports this finding. The discrepancies

between student perceptions and faculty and administrator perceptions may be

related to the university!s failure to mae institutional efforts to communicate

these values to students. 2s Bo states, surveying the efforts currently made to

help students acquire a stronger sense of moral and civic responsibility, one cannot

say that higher education as a whole pays adequate attention to the issue $1MM+, p.

1++-.


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Chapter )

RESE(RCH METHO$OLO+,


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This chapter presents the research design, research setting, research

respondents, research instrument and its validation, the data0gathering procedures

and statistical treatment of data.

Re#earch $e#ign

This study will use the descriptive method of research using a

questionnaire as a main data0gathering tool for the researcher to get sufficient

information or facts to answer the questions being ased.

/escriptive method of research is more valuable in providing facts on

which scientific 6udgments maybe based.

The researcher will use this type of research to describe the data and

characteristics about what is being studied.

Re#earch Setting

The locale of the study will be focused in the elementary pupils of

/alama Central Elementary #chool. This school is located in /alama, Baroy,

Danao del Norte. The researcher chose the said locale since she is currently

teaching from this institution.

Re#earch Re#pondent#


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The respondents of this study will be the elementary pupils who were

officially enrolled in @rade A, @rade A and A of /alama Central Elementary

#chool for the school year (+1;0(+1


22/31

"ange nterval "esponses nterpretation Code

.(+ O ;.++ 2lways /emonstrated Aey Fuch /esirable AF/

).+ O .1M 5ften /emonstrated Aery /esirable A/

(.


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of the statements. The respondents will be given thirty minutes to answer the

items in the questionnaire. =hen desired data and information will be gathered,

classification, analysis, statistical treatment and interpretation of data will be

followed.

Stati#tical Treatent of $ata

The data being gathered will be analy7ed, tabulated and interpreted

using the following statistical instruments%

:requency and 9ercentage /istributions. These will be used to

determine the proportion of respondents! responses in terms of their profile

particularly on age, gender, and monthly family income.

:ormula%

f

9 G 3 1++ n

=here% 9 G percentage

f G frequency

n G number of respondents

2verage =eighted Aalue. This will be used to determine level of moral

values of the elementary pupils.

:ormula%

L Uf3


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R G

Uf

L

=here% R G average weighted value

Uf3 G the sum of all the products of f and 3? where f is the

frequency of each option and 3 is the weight of each option

Uf G sum of all the sub6ects

Chi0square. This will be used to determine the significance of the

relationship between the profile of the respondents and their level of moral values.

:ormula%

$o O e-(

R( G U

e

=here% R( G Chi0square value

o G observed frequency

e G e3pected frequency


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B&BL&O+R(PH,

Book#

Bo, /. 1MM+. niversities and the :uture of 2merica. /urham, NC% /ue

niversity 9ress.

/esclos, ean. 1MM). Aalues for Dife. The @uernsey 9res, Co. Dtd, @uernsey, C..

/y, Fanuel C.,r. 1MM*. Fa3 #cheler!s Aalue Ethics. arunungan, Aol.1;. 2n

5fficial ournal of the 9hilippine 2cademy of 9hilosophical "esearch.Fanila% #T 9ublishing 4ouse.

Timbre7a, :lorentino T. 1MM). :ilipino Aalues Today. National Boo #tore,

Fandaluyong City. pp.()

Titus, 4arold. 1M;. Ethics for Today. )rd Edition. New Kor, 2merican Boo. Co.


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)npu"li#hed Material#

2lberto, #u7eth @. and :ernande7, "ey 2. (++*. #ills in "eading

Comprehension and 9roblem0#olving 2mong the #enior #econdary #tudntsin Findanao #tate niversity0Faigo #chool of 2rts and Trades.

ndergraduate Thesis. F#0F#2T. November (++*.

2ng, Cristina F. and 2ntiga, une 2ntonette B. (++*. 9roblems Encountered by

the Cocofarmer!s Children Enrolled in Findanao #tate niversity O Faigo

#chool of 2rts and Trades. ndergraduate Thesis. F#0F#2T. November

(++*.

Bonghanoy, Noemi C. 1MM*. The Teaching of Aalues in #elected Elementary

#chools in Danao del Norte. Faster!s Thesis. Fisamis niversity, 57ami7

City.

Chen, 9./. $(++;-. College and Character% 2 #tudy of the /ifferences in Character

Aalues and Character Education 9ractices between 2merican :our0year

9rivate :aith0based and 9rivate nonsectarian Colleges and niversities.

npublished /octoral /issertation, :lorida #tate niversity.

'e"liography

http%&&eqi.org&ohlberg.htm

http%&&www.character0education.us&inde3.htm

http%&&www.character0education.us&inde3.htm

http%&&www.childrenLsociety.com&morals

http%&&www.childrenhospital.org&a7ite1(;&mainpage#1;9+.html

http%&&www.allaboutphilo sophy.org&moral0values0fag.htm

http%&&parentingteens.about.com&od&disciplin1&a&teachLvalues.htm

http%&&www.freeinquiry.com&teaching0morals.html

http://eqi.org/kohlberg.htmhttp://www.character-education.us/index.htmhttp://www.character-education.us/index.htmhttp://www.children_society.com/moralshttp://www.childrenhospital.org/az/Site1254/mainpageS154P0.htmlhttp://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.freeinquiry.com/teaching-morals.htmlhttp://eqi.org/kohlberg.htmhttp://www.character-education.us/index.htmhttp://www.character-education.us/index.htmhttp://www.children_society.com/moralshttp://www.childrenhospital.org/az/Site1254/mainpageS154P0.htmlhttp://www.allaboutphilo/http://parentingteens.about.com/od/disciplinhttp://www.freeinquiry.com/teaching-morals.html


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http%&&en.wiipedia.org&wii&4onesty

http%&&en.wiipedia.org&wii&indness

http%&&www.google.com.ph&search>hlGtlHIGdefine

J)2courtesyHbtn@GFaghanapHmetaG

http%&&dictionary.reference.com&browse&self0discipline

en.witionary.org&wii&self0reliance

en.witionary.org&wii&godliness

wordnetweb.princeton.edu&perl&webn

en.wiipedia.org&wi&Trustworthiness

http%&&www.angelfire.com&fol&mpv&moraldevelopment.htm

http%&&www.angelfire.com&fol&m&moraldevelopment.htm

http://www.allsaintspuyallup.org/fun_moral_dilemma.htmhttp://en.wikipedia.org/wiki/Honestyhttp://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://dictionary.reference.com/browse/self-disciplinehttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.angelfire.com/folk/mpv/moraldevelopment.htmhttp://www.allsaintspuyallup.org/fun_moral_dilemma.htmhttp://en.wikipedia.org/wiki/Honestyhttp://en.wikipedia.org/wiki/Kindnesshttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://www.google.com.ph/search?hl=tl&Q=define%3Acourtesy&btnG=Maghanap&metahttp://dictionary.reference.com/browse/self-disciplinehttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/self-reliance&ei=Ge33SryuG9WSkQXu-LSpAw&sa=X&oi=define&ct=&cd=1&ved=0CAwQpAMoAw&usg=AFQjCNF4WJ4Sq0r-yTJ1us8lySlV0o6ytQhttp://www.google.com.ph/url?q=http://en.wiktionary.org/wiki/godliness&ei=5u33Sry9M4aDkAX66KmnAw&sa=X&oi=define&ct=&cd=1&ved=0CAYQpAMoAg&usg=AFQjCNGgj3cyT0f5lclNpKfNlZ8L8o-BAQhttp://www.google.com.ph/url?q=http://en.wikipedia.org/wiki/Trustworthiness&ei=ZvD3SpzQB8yekQX-kfm6Aw&sa=X&oi=define&ct=&cd=1&ved=0CAUQpAMoAQ&usg=AFQjCNEByZ4-6mkBuWuSjGjnhxXJeqDGhwhttp://www.angelfire.com/folk/mpv/moraldevelopment.htm


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MOR(L %(L)ES (MO*+ THE ELEME*T(R, P)P&LS &* $(L(M(

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Name% LLLLLLLLLLLLLLLLLLLLLLLLLLL $5ptional-

@rade Devel H #ection%LLLLLLLLLLL

9art . Pupil#.# Profile

/irections% 9lease chec the bo3 which corresponds to your answer.

(ge

* and below old

11 O M years old

1 O 1( years old

1; and above years old

+ender

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Monthly Faily &ncoe

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9hp1+,++1 O 9hp1;,+++

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29/31

9hp(+,++1 and above

9art . Moral %alue#

/irections% 9lease chec whether a particular moral value is true to you. 9lease use

the code below as a guide.

2/ O 2lways /emonstrated

5/ O 5ften /emonstrated

#F/ O #ometimes /emonstrated

#D/ O #eldom /emonstrated

N/ O Never /emonstrated

Foral Aalues "esponses

2. 4onesty

1. /oes not cheat.

(. /oes not tae the property of others.

B. indness

1. #hows indness to others.

(. 2voids laughing at the mistaes of others.

C. ndustry

1. =ors without being told.

2/ 5/ #F

/

#D

/

N/


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(. =ors beyond assigned tas.

/. 5bedience

1. 5beys parents and elders.

(. 2bides with the rule of the ma6ority.

E. Courtesy

1. @reets elders or persons in authority

courteously.(. Distens attentively to person speaing.

:. #elf O discipline

1. Controls one!s temper in dealing withothers.(. 2voids bad influence.

@. "espects for elders

1. "espects the rights of elders.

(. #olicits advice of elders.

4. Thrift

1. #pends money wisely.(. ses things properly.

. #elf O reliance

1. /oes one!s wor to the best of his ability.

(. 4as initiative in doing one!s wor.

. Conservation

1. 9lants trees, vegetables and other plants.(. Conserves energy and natural resources.

. @odliness

1. 4ears the mass and&or attends worship

service regularly.(. 9rays before meals and&or before and after

sleep.

2/ 5/

#F

/

#D

/

N/


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D. 9oliteness

1. ses polite e3pressions in conversations.

(. #hows friendliness to others.

F. Thoughtfulness

1. @reets on birthdays, Christmas, and other

occasions.

(. #hows concerns for others.

N. Trustworthiness

1. #hows responsibility for one!s wor.

(. #hows ability to thin critically and seesalternativeness.

5. 4elpfulness

1. 4elps in household chores and group wor.

(. Aoluntarily helps the needy.

2/ 5/

#F

/

#D

/

N/

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