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Abella, Marcelina Dalde. |
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Filipino values orientation of selected rural and urban youth / |
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Marcelina Dalde Abella. |
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28 cm. |
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xxxviiii, 87 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2001.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology. |
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ABSTRACT: The study determined the level of value orientation of rural and urban youth. It sought to answer the following questions: 1. What is the personal profile of the rural and urban youth respondent in terms of: a. age b. gender c. ordinal position d. parent's occupation e. parent's educational attainment 2. What is the value orientation level of the rural and urban youth respondents as revealed by Value Scale for Filipinos (VAS-F) when grouped according to the following areas: a. patriotism and national pride b. sense of common good c. integrity and accountability d. discipline and hardwork e. self-reflection and analysis f. commitment to public interest g. moral responsibility h. self-help and self-preservation 3. What significant relationship exists between the personal profile variables of the rural and urban youth respondents and the following selected Filipino values. a. discipline and hardwork b. moral responsibility c. commitment to public interest d. integrity and accountability 4. Are there significant differences between values orientation level of the rural and urban youth respondents? The descriptive method using the sample survey was used in this study. The research locale was the Bicol University Tabaco Campus (BUTC) in Tabaco, Albay for the rural respondents and the Marikina Institute of Science and Technology (MIST), Marikina City, Metro Manila for the urban respondents. The purposive sampling technique was used in this study wherein the samples were selected on the following criteria: 1. All students whose age ranges from 18-32 years old 2. All fourth year college students of MIST and BUTC and 3. For rural respondents, all those who studied in the rural area from elementary to college 4. For urban respondents, all those who studied in the urban area from elementary to college. A total of 277 youth participated in this study distributed as follows: 170 students from BUTC and 107 from MIST. For problem 1 the percentage was used. For problem 2, the relative frequency was also used. For problem 3, the Pearson Product-Moment Correlation was used to test the significance of variables and the t-test to compare the means of two groups, and for problem 4, the t-test was used to determine the difference in scale value between rural and urban respondents. Majority of respondents for both rural and urban are in the age bracket of 16-20 years old, female is greater than that of male for both groups. Most of the rural respondents are first born whereas second to the eldest child is higher in percentage in the urban area. Most fathers of rural youth are self-employed and reached secondary education, whereas fathers of urban youth are mostly employed with secondary and college education. Majority of mothers for both groups were unemployed and most of them reached secondary education. Both the rural and urban youth have Satisfactory level of value orientation in the areas of Patriotism and National Pride, Sense of Common Good, and Integrity and Accountability. Also, both groups have Highly Satisfactory level of value orientation in the areas of Discipline and Hardwork, Self-reflection and Analysis, Commitment to Public Interest, Moral Responsibility and Self-help and Self-preservation. The rural and urban youth yielded a no significant difference in the value areas of Patriotism and national pride, Integrity and Accountability, Self-reflection and Analysis, Commitment to Public Interest, Moral Responsibility, and Self-help and Self-help and Self-preservation. A significant relationship exists between the rural and urban youth respondents in the value area of Discipline and Hardwork and Sense of Common Good. The personal profile of respondents consisting of age, gender, ordinal position, parent's occupation and parent's educational attainment shows either very low, negligible, or no correlation at all when paired with Discipline and Hardwork, Moral Responsibility, Commitment to Public Interest and Integrity and Accountability. In view of the foregoing findings the following conclusions were drawn: That there are no significant differences between the values orientation level of the rural and urban youth respondents, and no significant relationship exists between the personal profile variables of rural and urban youth respondents and the selected Filipino values of discipline and hardwork, moral responsibility, commitment to public interest and integrity and accountability. In accordance with the findings and conclusions, the following recommendations are offered: 1. Teachers must include situational learning activities in all their subject matter regardless of discipline and integrate virtues and values as part of the processing. 2. Administration should encourage the teachers to participate in community based endeavors in order to clarify their own values and in turn develop strategies on how values can be clearly incorporated and reinforced in every subject matter. 3. The youth must be encouraged to join immersion programs like community outreach to further enhance the level of value orientation in the areas of Patriotism and National Pride, Sense of Common Good, and Integrity and Accountability. 4. A continuing values study from elementary, secondary, and tertiary is needed to guide the youth in clarifying the values we want to enhance and inculcate in them. 5. Further study on gender role in relation to their values orientation should be undertaken. |
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| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |