Revisiting Students' Home-Based Values Formation as Basis for a Senior High School Students Values Formation Program

Abstract

INTRODUCTION

Fundamentally, the family is responsible for the formation of values of a child. Whatever value a child learned at home is ultimately the same value that he or she manifests in school. Good values like love, acceptance, and trust are learned and used as tools for the child to establish a good social relationship among his or her peers and classmates. Thus, early childhood experiences are essential in trying to trace the values that the child acquired. This concept was emphasized by Roe (1956), in her Need Theory. Brown (1995) in his Values-Based Holistic Model affirmed that values are acquired as a result of value-laden formation from the environment interacting with the inherited characteristics of an individual.The 21st-century learners, however, seemingly deviated from this conventional value formation system. Teachers wonder how and why this scenario happened considering the fact that Filipino families are very much focused on the children's values formation at home. Hence, this study endeavors to revisit Students' Home-based Values Formation as a Basis for a Senior High School Students Values Formation Program.

METHODS

This study utilized the descriptive method of research specifically the survey type. Furthermore, it used quantitative designs. Data were gathered through a 15-item teacher-made questionnaire and semi-structured interviews. Proportionate Stratified Random Sampling was utilized. The respondents were randomly selected from 4 sections of grade 12 students of Sinalhan Senior High School, namely, CSS-Jacinto 1 (24 students), ICT Animation-Luna (4 students), Automotive Servicing-Rizal (73 students), and SMAW-Bonifacio (34 students). Total population is135 students, of which 101 respondents were taken using the Slovin's formula at 5% margin of error.

RESULTS

In terms of the respondents' demographic profile, out of the 101 students 51/101 (50.49%) were of age group 13-20 years old, 27/101 (26.73%) age group 28-35, and 23/101 (22.77%) age group 21-27 years old. Gathered data also revealed that 76/101 (75.25%) were categorized in the income bracket 5,000 a month and below, 10/101 (9.90%) to 6,000-10,000, 7/101 (6.93%) to 11,000-15,000, 5/101 (4.95%) to 16,000-20,000 and 3/101 (2.97%) in 21,000 above income bracket. The null hypothesis was rejected since a significant difference between the observations of teachers and students from the personal discipline, social relationship, and respect was found.

DISCUSSIONS

Based on the foregoing findings on the observation of teachers and students on the variables such as personal discipline, social relationship, and respect, this study concluded that respondents have strongly agreed that there is a need for the establishment of the values formation program for senior high school students.