Value orientation of CAT-I cadets and cadettes of AMA Computer College : their implications for reservists in the Armed Forces of the Philippines (AFP) / Luzviminda S. Macalimbon. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1997.;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. 56

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ABSTRACT: A. STATEMENT OF THE PROBLEM

The study was undertaken to determine and compare the value orientation of AMACC Citizen Army Training (CAT-I) Cadet and Cadettes for the school year 1994-1995, before and after their training.

Specifically, the study tried to answer the following questions: 1.

What is the demographic profile of the cadets and cadettes as to age, sex, educational attainment of the parents, economic status, and ordinal position? 2.

What is the level of their value orientation as regards the following: Patriotism and national pride, Sense of common good, Integrity and accountability, Discipline and hard work, Self-reflection and analysis, Commitment to public interest, Moral responsibility, Self-help and Self Preservation? 3.

Is there a significant VAS-F mean score difference between the pre-test and post-test mean scores in the value orientation of the respondents? 4.

What factors are related to the students' level of value orientation? 5.

What are the implications of the findings to the AFP reservists? HYPOTHESES OF THE STUDY 1.

The level of value orientation of the CAT-I students is not significantly related to age, educational attainment of parents, economic status and ordinal position. B. METHODOLOGY

The study made use of the pre-experimental one group pre-test and post test design. The research population consisted of 4th year high school students of AMACC who were enrolled in CAT-I. Out of a population of 156 cadets and cadettes a sample of 118 was randomly and proportionately selected using the simple random sampling technique. There were 79 male and 39 female respondents. Two instruments were used in this study, the student information sheet and the (VAS) Value Scale for Filipinos by Domingo Nuñez which is intended to measure the level of value orientation of Filipino adults 16 years old and above. The researcher administered the VAAS-F in group setting. A pretest and a posttest was administered after an interval of eight months of CAT-I training between the 2 tests. The data were statistically treated by the use of percentage, standard deviation, t-test and regression analysis. C. MAJOR FINDINGS

Majority of the respondents belong to the 16 yrs. old bracket. There were more male than female students. Majority of their parents finished a college degree. Most of them belong to the middle income bracket and majority were the eldest in the family. Students showed satisfactory ratings on the following value orientation, Patriotism and national pride, Sense of common good, Self-reflection and analysis, Commitment to public interest, Moral responsibility, Self-help and self-preservation. They scored highly satisfactory on Discipline and hard work, integrity and accountability. Significant differences between the pre test and post test scores were noted in its areas of sense of common good, integrity and accountability, self-reflection and analysis, and moral responsibility. D. CONCLUSION

The study support that students have satisfactory ratings on specific value orientation. Significant differences are noted in favor of the posttest suggesting the significance of the CAT-I program with respect to increasing the level of value orientation. E. RECOMMENDATION

Values education should be emphasized more in the CAT-I program. 2.

A continuous assessment of CAT-I Program curriculum and an appraisal of value orientation in all levels is encouraged. 3.

Students should be engaged in the self-examination of their beliefs, choices and behaviors in order to understand themselves better. 4.

Students should be exposed to experiences which would enhance more their interest in Filipino culture, customs, and traditions, history and values to be able to acquire desirable values through experiential learning. 5.

School authorities, teachers, and parents should help and support the CAT-I Corps of Cadets, the Commandant and officers in implementing and strengthening the CAT-I Program.