An assessment of the use of an instructional scheme in teaching the values system in Adamson University / 6
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Agnes D. Soliven.
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- 113 pages 28 cm.
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration.
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This study sought to determine how the teachers and the students assess the integration of Values System in the school curriculum in Adamson University, Manila. Furthermore, it intended to find out how teacher assessment is related to student assessment. Specifically, the study attempted to answer the following questions: 1. What is the profile of the teacher respondents in terms of: 1.1 Age group 1.2 Sex 1.3 Civil Status 1.4 Religion 1.5 Educational Background 1.6 Teaching Experiences 2. What are the teachers' assessment of the support of Adamson University administrators in promoting the teaching of Values System in terms of: 2.1 Arranging in-service training of teachers 2.2 Supplying the library with a) Textbooks b) Magazines c) Pamphlets 2.3 Providing curriculum guides or Course of Study to teachers 2.4 Organizing student orientation program 2.5 Organizing teachers orientation program 3. What are the students' assessment of the support of Adamson University in promoting the teaching of Values System in terms of: 3.1 Arranging in-service training of teachers 3.2 Supplying the library with: a) Textbooks b) Magazines c) Pamphlets 3.3 Providing Curriculum guides or Course of Study to teachers 3.4 Organizing student orientation program 3.5 Organizing teachers orientation 4. How do teachers assess their skill in integrating the Value System in the subject that they teach in terms of: 4.1 Ability to plan instruction a) Statement of objectives b) Selection of learning experiences c) Methods of teaching d) Assessment of instruction (tests) 4.2 Skill in integrating values with the subject areas, using teaching strategies such as: a) Action learning b) Values clarification c) Values modification d) Values analysis e) Moral development f) Inculcation through stories 4.3 Creative use of instructional materials such as: a) Films b) Slides c) Pictures 4.4 Time allotment for mastery learning of values 5. How do students assess their teachers' skill in integrating the Value System in the subjects that they teach in terms of: 5.1 Ability to plan instruction a) Statement of objectives b) Selection of learning experiences c) Method of teaching d) Assessment of instruction (tests) 5.2 Skill in integrating values in the subject areas, using teaching strategies such as: a) Action learning b) Values clarification c) Values modification d) Values analysis e) Moral development 5.3 Creative use of instructional materials such as: a) Films b) Slides c) Pictures 5.4 Time allotment for mastery learning of values 6. How do teachers assess the integration of the Goals (Values) that Shahani mentioned in her Moral Recovery Program into the subject areas. These goals are: 6.1 patriotism and national pride 6.2 sense of common good 6.3 integrity / accountability 6.4 discipline / hardwork 6.5 self-reflection / analysis To seek answers to the foregoing questions, four hypotheses were formulated and tested. The study made use of descriptive method of research. In order to collect data for the study, the researcher prepared a questionnaire and an interview schedule. Other useful information about the teachers' instructional planning and statement of objectives were derived from examining the lesson plans of the teacher respondents. There were two groups of respondents used in this study. The first group consisted of one hundred (100) senior students and the second group consisted of ten (10) teachers teaching in the fourth year level. The findings of this study are presented sequentially in answer to each of the specific questions raised in Chapter I. 1. What is the profile or basic information about the teacher respondents? The teachers were all teaching fourth year subjects and they used the instructional scheme (integration of Values System in the subject areas). The average age group of teachers was 24 and 25. The oldest, a female, was 37 and the youngest also a female was 22 years old. There were more female teachers than male teachers. Adamson University is a Catholic institution, hence most teachers employed in this institution were Catholics. Most of them were still unmarried. One hundred percent (100.00%) of the teachers had Bachelors degree in education. About 50.00 percent of the teachers had earned units in Masters degree. Their teaching experiences ranged from one year to 25 years. 2. What are the teachers' assessment of the support of Adamson University administrators in promoting the teaching of Values System? There were seven items to respond to in this question. Data shows teachers as a whole assessed the support given by the administration as inadequate. They were, however, unanimous in their response that the university had been giving the students adequate information about values education. As regards in-service training, teachers were equally divided (50/50) in rating the Adamson University administration as adequate and inadequate respectively. 3. What are the students' assessment of the support of Adamson University administrators in promoting the teaching of Values System? The students were also subjected to the question about administrative support. The assessment of the students showed that they found the administrators inadequate in their support to promote values education. This was indicated by the mean response of 62 which was recorded under by the mean response of 62 which was recorded under the option, inadequate. The cross tabulation of the teachers and the students show no significant difference at all. This is because the assessment of these two groups of respondents about administrative support in promoting teaching of the values system is basically similar. 4. How do teachers assess their skill in integrating the Value System in the subjects that they teach in terms of: a) ability to plan instruction b) skill in integrating values with the subject areas... c) creative use of instructional materials and d) time allotment for mastery learning of values. Among these strategies mentioned, the teachers assessed themselves as inadequate in the use of values modification. Story telling was the favorite strategy of the teachers. 5. How do students assess their teachers' skill in integrating the Value System in the subjects that they teach? A larger percentage of students had stressed their teachers to be adequate in the use of teaching strategies, except in values modification and values analysis, where most students modification and values analysis, where most students rated them as inadequate. The percentage responses recorded were 60.00 percent and 70.00 percent respectively. Both groups of respondents, the teachers and the students were in agreement that the instructional materials were inadequate. Furthermore, they revealed in their responses to the questionnaire and during the interview that the time allotted for the teaching of the values system is inadequate. 6. How do teachers assess the integration of the Goals (Values) that Shahani mentioned in her Moral Recovery Program? Based on the mean responses of the teachers, they had rated themselves as very adequate (3.2) and adequate (5.2) in the integration of the goals of Shahani's Moral Recovery Program in their subject areas. But teachers assessed themselves as inadequate (80.00 percent) in the self-reflection/analysis aspect. On the basis of the findings of this study, the researcher made the following conclusions: 1. The Adamson University administrators did not give the teaching of the Value System enough or adequate support that it needed in order to benefit the students. 2. Though some teachers, especially the experienced ones had assessed themselves to be very adequate in some aspects related to planning instruction, there was a need for many of them to improve their method of assessing instruction. The transfer of learning of values is better facilitated through oral discussion. 3. The teaching of Values System should be given more time. The present set-up where very minimal time is allotted to values education is faulty. 4. Teachers had been including the values, as recommended by Shahani into their values education instruction. Some values are difficult to teach, hence more special training is needed to equip teachers with the knowledge and skill to teach values system more effectively. 5. The Chi-square computation of the responses of the two groups of respondents (teachers and students) show significant difference in also tow hypotheses. This means that students are capable of assessing instruction independently, and intelligently. The use of the instructional scheme (integrating values in the subject areas) can only be successful in our school if the teachers are fully trained. This study was conducted to assess the skill and ability of teachers in teaching values education. The findings of the study showed that teachers have positive attitudes towards the teaching of values system, only they need administrative support, materials and in-service training. The researcher therefore, recommends some measures that might be of interest to Adamson University. These recommendations are: 1. Conduct a university wide survey to determine the general attitude of teachers toward the instructional scheme. 2. Hold more staff seminars on strategies of teaching values system. 3. Conduct film shows and provide film strips about values education. 4. Require teachers and staff to serve as models to their students by words and deeds. The present study was limited only to the use of an instructional scheme in teaching the value system. The researcher accepts the fact that instruction requires not only strategy of teaching but how effectively this strategy is being utilized when teaching a particular content. For this reason, it is proposed that further research should be condu