Perception of 2nd Year CAED Students on Religious Education Subjects

A Thesis Presented to Tichie Ann Econg-Baena, Ph.D St. Paul University Dumaguete

In Partial Fulfillment of the Requirements for the Writing in the Discipline - English 102

By:

Sr. Jona Gabriel G. Garcia, Carm. O. L. Sr. Rosalyn Aloysius T. Angao, Carm. O. L. October 2013

TABLE OF CONTENTS

CHAPTER 1- THE PROBLEM AND ITS SCOPE Introduction THEORETICAL BACKGROUND Theoretical Framework Related Literature/ Related Studies THE PROBLEMS Statement of the Problem Significance of the Study Scope and Limitations of the study 20 20 21 1 3 6 8

METHODOLOGY Research Environment Research Respondents Research Instrument Definition of Terms 21 21 21 23

CHAPTER 2 PRESENTATION AND INTERPRETATION OF DATA Survey Questions with answer form the Respondents 24

CHAPTER 3 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Findings Conclusions Recommendations 31 32 33

REFERENCES RESEARCHERS CURRICULUM VITAE APPENDICES

34 36 41

CHAPTER I

INTRODUCTION Catholic Education is a necessary tool for evangelization. Based on the Reflections of the Catholic Bishops of the United States of America, Catholic Education provides a particular environment for the New Evangelization as its mission, developing a person into a holistic individual through spiritual and academic formation based on the Gospel of Jesus Christ. One way of promoting Catholic Education is the Catecheses or Religious Education which is widely used in the Instruction in the Faith (NCDP 2007). In line with this, Religious Education plays an important role in forming the conscience of an individual. That is why, here in the Philippines, Religious Education subjects are offered as part of the curriculum. The subjects will serve as guide for our daily living and a constant reminder as we try to radiate the loving presence of God. The study of Religious Education as an academic endeavor is intended to enable the students to understand the meaning and the purpose of life. Filipinos, known of good character and values, learned these since in our early childhood the sense of religiosity, proper decorum, tact with right judgment and love with loyalty. However, with the present situation, and with the advance technology, the true essence of Religious Education subjects vanished. These subjects offered

primarily in the catholic institutions now taken as additional loads for academic purposes. For the reason, this study was conducted to evaluate/know the

motivations/perceptions of the Second (2nd) year CAED Students of St. Paul University Dumaguete towards Religious Education subjects. This will enable the teachers to

assess the needs of their students and the areas they need to focus not only to teach a subject, but to touch their lives. This research, hopefully, will be of good use especially for the teachers dealing with religious education subjects. Knowing the motivations and perceptions of the students; (a.) They will be able to apply suitable religious subject matter and concept appropriate to the age of the students; (b.) To inculcate moral values in the classroom and evaluate the affective and behavioral output of students (Afifa Khanam, 2008).

THEORETICAL BACKGROUND Religious Education as Basis in living a Christian Life Experiences are our greatest teacher in life. We learn from them as our emotions are involved as well as our experiences, thoughts and actions, like studying the Religious Education subjects (O' Sullivan). Peter Jarvis concretized this from his cognitive learning theories that: there is no learning unless it begins with experience although the level of consciousness of the learner plays a significant part on both the experience and the ensuing learning. According to Padilla (2012) aside from prayer, God provided us tools to grow in holiness like Bible and Christian Formation. And this is so, here in St. Paul University Dumaguete (SPUD) students are given all the opportunity to know, love and serve the Lord. But as student, do they really value these blessings and privileges? This research will assess the values set towards Religious Education subjects taken particularly the 2nd Year Education students. Jerome Bruner stated that the learners draw their past knowledge and experiences to discover new things, profound relationships, and inexperienced truths. That is to change their way of thinking through critical reflection on the events that are happening around them.

Religious Education subjects as Part of the Curriculum

As an academic discipline, according to Hemel (2002), the development of a field called "Religious Education Theory" is closely related to the wide-ranging development of universities, of academic theology, and of its institutional setting within a society and its legal framework. As the famous saying goes, You become what you eat. Definitely, learning from the Religious Education subjects will surely mold the students to become likeChrist to others. Ivan Pavlov in his Behaviorism Learning Theory stated that the stimulus play an important role in response to its reaction. The more the students are catered and offered with good values and opportunity to holiness, the more students become better persons. The more they become different carrying the banner of being a Paulinian. According to Kovalik and King (2013) the perception is a process of gathering, organizing, and using information, and our senses, and making sense of it. Although experience and learning go together, attitudes and interests, needs and feelings, and the current situation all affect perception. It depends again to the respondents how will they respond to a given situation.

Therefore, knowing the different learning theories that helped explain and broaden Religious Education, it is helpful to bear in mind that it is a personal response of the students that matters, no matter how hard the teacher make it for them. It is there that true transformation comes out when they will invest themselves for their own benefit.

THEORETICAL FRAMEWORK

Religious Education Subjects

As Part of Human Development

As Part of Academic Development

Transforms Being

Transforms Society

Source of Right Judgment

Charitable MIND HEART SPIRIT Community Oriented

Make good decisions

Affectionate

GodFearing

Sense of values for their Professional life

Forgiving Conscious of the Surrounding ChristCentered

STUDENTS Figure 1: Theoretical Background

The integrated formation of faith deepens ones self-understanding, develops dignity of character, a sense of community, and nurtures a sense of social responsibility as a Christian. It aims to educate students to be mature individuals that they may be able to live their lives both personal and communitarian in accordance with the values of freedom, justice, peace and joy. Religious Education as designed above plays an important role to the humane society, and particularly, to the individual. It helps the person in two-fold: developing the Being as Human, and also the Academe. In the Human aspect, Religious Education subjects affect much of the students development: mentally, emotionally and spiritually. Underlying these developments are the ones introduced as our Paulinian Core Values (e. g. Christ Centered, community oriented, etc.). Because of their learnings, they involve themselves in making good decisions and choices in life (Mezirow, 1997).

On the one hand, while developing the Intellectual Being, learnings too take place as a way of Christian living and of Academic Requirement. Religious Education Subjects now become their basis for making good judgment, and foster them to have a sense of values in preparation for their professional life (Vatican II, 1975).

In this research, we will be able to evaluate how the 2nd Year Education Students perceived Religious Education. May this research be a help for the future educators to inculcate good values they learned. It will depend on them how they will take Religious Education, is it an aid for Christian life or as Academic Grades.

RELATED LITERATURE /RELATED STUDIES

Purpose of Religious Education Religious Education is not given for the purpose of gaining power but as an aid towards a fuller understanding of, and communion with man, events and things. Knowledge is not to be considered as a means of material prosperity and success, but as a call to serve and to be responsible for others. Catholic Education forms the whole being of a person in order to attain their everlasting destiny and promote the common good of the society. A person has a right to be cared physically, morally and intellectually so that their talents maybe develop in a harmonious manner that they may be able to attain a sense of responsibility and right use of freedom (Cf. GE # 1). Christian education seeks to lead students in a discovery of the world that allows them to realize the wonderful way that God made and sustains everything. It encourages them to discover the amazing potential of each for a productive living if they base their decisions and actions upon a

commitment to Jesus Christ and his way of doing things (The Code of Canon Law, 1983). According to the Pastoral Letter of the CBCP, Catholic teaching or Catholic Education is proclaimed not just in school or offered in the curriculum instead, it is proclaimed whenever people are gathered for worship, one example is the homily. The urgent challenge of catholic educators and catechist is the effective communication of catholic social teachings in the member of their family of faith. Christian education not only develops the maturity of the human person but it is in particular directed towards ensuring that those who have been baptized are gradually introduce to a knowledge of a mystery of salvation and become more appreciative of the gift of faith which they have received. All men, without exemption, whatever their race are, condition or age in virtue of their dignity as human persons have a right to education. This education should fit to the particular destiny of individuals adapted to their ability, sex and national cultural traditions and should be conducted to fraternal relations with other nation in order to promote true unity and peace in the world (Gravissimum Educationis, 1965). In nurturing the intellectual faculties which is its special mission, it develops a capacity for sound judgment and introduces the pupils/students to the cultural heritage which was passed on to them. It fosters a sense of values and prepares them for professional life (Vatican Council II, 1975).

Sacred Synod affirms that children and young people have the right to be motivated to make sound moral judgment based on a well-formed conscience and to put them into practice with a sense of personal commitment and to know and love God more perfectly (Vatican Council II, 1975). Religious education is the guided process of helping growing persons to achieve at each stage of their growth and will enable them to achieve an ever more integrated personality, competent and satisfying living in their social environment (Wyckoff, 1955). The goal of the Christian Faith and Life program is complete discipleship, one life touching another, one person witnessing to another, in order that Christian truth may become articulate in the life of the church (Purpose of Religious Education, 2013). Problem that arises in Education on Faith Unfortunately, our social doctrine is not shared or taught in a consistent and comprehensive way. The church strives to respond to the demands of the pastoral ministry with dedication that is why catechesis come-up with various forms. In the context of the Philippines, there are so many regions that use catechesis as instruction to the children and youth whether in school or out-of-school. There are also adults who have been baptized but needs to be re-educated in faith and for all those who have been baptized but lack proper Christian initiation.

Shepherds of souls or what we call Catechists must be reminded that they have the obligation of protecting and promoting that Christian faith through the hands of God for the people coming from different walks of life. Catechists must also bear in mind that since adult catechism deals with people who are mature, the process must be intensive and must be focused on specific aspect rather than touching unnecessary forms of catechism (Palma, 2012). A form of education that ignores or marginalizes the moral and religious dimension of the person is a hindrance to full education, because children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God (Palma, 2012). Contribution of the Catholic Schools With the significant shortage of classrooms and teachers in public schools, Catholic schools assist the government in providing education to the rest of the citizens who opt for Catholic education as well as those who cannot be accommodated in public schools. Among all educational instruments the school has a special importance. It is designed not only to develop with special care the intellectual faculties but also to form the ability to judge rightly, to hand on the cultural legacy of previous generations, to foster a sense of values and to prepare for professional life. Between pupils of different

talents and backgrounds it promotes friendly relations and fosters a spirit of mutual understanding; and it establishes as it were a center whose work and progress must be shared together by families, teachers, associations of various types that foster cultural, civic, and religious life, as well as by civil society and the entire human community. Schools are important since they are the principal means of helping parents to fulfill their role in education. Formation and education in the catholic religion provided in any school and through various means of social communication is subject to the authority of the church. Its formation and education must be based on the principles of Catholic Doctrine and the teachers must be outstanding in true doctrine and uprightness of life. Standards must be firmly implemented regarding the qualifications of the teachers in order to provide quality education. The schools are the partners of parents in this role of providing a healthy and animated Catholic environment to the young (Palma, 2012). It is designed not only to develop with special care the intellectual faculties but also to form the ability to judge rightly, to hand on the cultural legacy of previous generations, to foster a sense of values, to prepare for professional life. The school has the authority to ensure that there are appointed teachers who are not only qualified in scientific pedagogical expertise but are also outstanding in their integrity of doctrine and uprightness of life (Code of the Canon Law, 1983).

Catholic School forms a part of saving mission of the church especially for the education in the faith (SPC Manual for Christian Formation, 2009). Beyond the family, the school provides the best opportunity for a continued and organized education in faith. It directs the attention of the pastors of souls to their obligation to do all their power to ensure that Christian education is enjoyed by all the faithful and especially by the young as the hope of the church. They should be trained to acquire gradually a more perfect sense of responsibility in the proper development of their own lives by constant effort and in the pursuit of liberty, overcoming obstacle with steadfast courage and perseverance. Role of Parents in Christian Education Parents play an important role in the education of their children. Their involvement and encouragement can help a child excel. "Children are a gift of the Lord, (Psalm 127:3) Scripture tells us, a gift that brings enormous fulfillment and joy, but one that requires a significant investment of our time, effort, love, and patience. Parents are to discipline them, teach them, model to them, and love them in such a way that they learn to love God above all else, to trust Him, and obey Him. They are to equip them, first and foremost, to love God and serve Him humbly and honorably all the days of their lives.

Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and for the manners and habits of youth, and fit them for usefulness in their future stations. To give them a religious education is essential; and an immense responsibility rests on parents and guardians. The role of parents during a childs earliest years is the single biggest influence on their development. Good quality home learning contributes more to childrens intellectual and social development than parental occupation, education or income. Although parents faithfully send their children off to school every day and expect them to do well, they can add an important extra ingredient that will boost their children's success. Parent participation is the factor that makes the difference. Parents' active involvement with their child's education at home and in school brings great rewards and can have a significant impact on their child's lives (The Role of Parents in

Christian Education, 2013).

Parents are the children's first teachers. It is from them that children learn about their culture, values, and language. Parents play a very important role in their children's education in and out of the classroom. Because of this reason, parents need to take on the challenge and provide their children the tools they will need in order to be successful in school and life. Education does not only involve acquiring academic qualifications it also involves learning how to be a productive member of society, it involves how to behave in social settings, it involves learning how to figure everyday problems, and so much more.

The basic role of parents is to provide physical security for their children. Another role of the parent is to provide intellectually stimulating environments. Parents can provide great experience for their children (The Basic Role of Parents in Christian

Education, 2013).
Parents are known to be the role models for kids. Kids also look after their parents as a guide, a source and an important advisor. A parent can help child deal with lots of issues with their constant guidance and support. A parent actively involves in their child's development, growth, feeding and overall health concerns. The same involvement should be applied to their child's academic development. If a parent successfully allots a specified time everyday to his child's studies then the child is definitely going to score better. Education is not just related to academic performance but also to various other arenas which include overall development of a child, extracurricular activity, sports, physical education and mental education. The concrete example and living witness of parents is fundamental and irreplaceable in educating their children to pray children (The Basic Role of Parents in Christian Education, 2013).

Catholic Education strives to remain faithful to its mission of providing complete education which necessarily includes a religious dimension. Religion is an effective contribution to the development of other aspects of a personality in the measure in which it is integrated into general education (Palma, 2012).

Family: Primary locus of Catholic Education Christian parents are especially to care for the Christian education of their children according to the teaching handed on by the Church (Can. 226 p.2). The

Church clearly recognizes the parents role as primary educators of their children in the faith. And the Church realizes her vital responsibility not only to support parents as they pass on the faith to their children but to assist them as well. They are "domestic churches" in which the parents are the first heralds of faith (Vatican Council II, 1975). In the home, father, mother, and children exercise their baptismal priesthood in a privileged way. The home is the first school of the Christian life where all learn to love, repeated forgiveness, and prayerful worship. Since parents have given children their life, they are bound by the most serious obligation to educate their offspring and therefore must be recognized as the primary and principal educators. Parents are the ones who must create a family atmosphere animated by love and respect for God and man, in which the well-rounded personal and social education of children is fostered. Hence, the family is the first school of the social virtues that every society needs. It is particularly in the Christian family, enriched by the grace and office of the sacrament of matrimony, that children should be taught from their early years to have knowledge of God according to the faith received in baptism, to worship Him, and to love their neighbor. Here, too, they find their first experience of a wholesome human society and

of the Church. Finally, it is through the family that they are gradually led to a companionship with their fellowmen and with the people of God. The family which has the primary duty of imparting education needs help of the whole community. Its function is to promote the education of youth in many ways, namely: to protect the duties and rights of parents and others who share in education and to give them aid (Vatican Council II, 1975). The Role of the Church in Education It is appropriate to note the crucial role churches play in the education of society. We are not just existentialists, inventing purpose for our lives in spite of the fact that there is no true meaning and purpose. Values are not the result of public opinion or personal preference, but the reflection of the character and nature of our creator. The direct responsibility of educating children in the Christian faith is given by God to parents. In order for this to happen the churchs responsibility to parents, in their distinct and complementary roles, is to teach them all that God requires of them, and all that they must do to bring their children up in the discipline and instruction of the Lord. Education today is a complex task, which is made more difficult by rapid social, economic, and cultural changes. Its specific mission remains the integral formation of

the human person. Children and young people must be guaranteed the possibility of developing harmoniously their own physical, moral, intellectual and spiritual gifts, and they must also be helped to develop their sense of responsibility, learn the correct use of freedom, and participate actively in social life (Code of Canon Law, 1983). The General Goal of Catholic Education Catholic educational institutions should have three goals in order to be able to fulfill their primary mission to allow students to encounter the living God who in Jesus Christ reveals his transforming love and truth (Pope Benedict XVI). These objectives are to provide an environment in which students are enabled to build and deepen their relationship with God; to foster an academic culture aimed at the pursuit of truth; and to actively promote growth in virtue. When Christ is the center of all we do, then we are able to redirect our focus of life towards an understanding of the world in which we live that is geared towards the promotion of human dignity and the common good. Young men and women graduating from Catholic schools and universities should have the keen understanding of being called as Christians to work for the common good and to do so through a life that is deeply rooted in Christ, combined with a vigorous desire to pursue the truth of things, to live through and with reality rather than merely being guided by constantly changing feelings and preferences. It is the primary importance of virtue-oriented formation becomes visible. Catholic schools should let the educational endeavor be guided by a constant

promotion of the virtues, especially the cardinal virtues of prudence, justice, fortitude and temperance. No matter how strong the faith of a person might be, without a certain degree of practice in the virtues, it will be hard not to be led exclusively by the emotions and impressions that constantly enter our minds. Religious Education is not a substitute for the work of the Divine in human life, but sets as its task such working with God in bringing about right religious adjustment that the highest spiritual development of the learner may take place (Vieth, 1930).

THE PROBLEMS

Statement of the Problem This study aims to evaluate the perception and the motivation of the Second Year Education Students of St. Paul University Dumaguete towards Religious Education. The young generation of today, including the students, lost the value of Religiosity. Others, who are enrolled in Religious Education subjects somehow took them for granted. Specifically it seeks to answer the following questions: How do the students perceive Religious Education Subjects as part of the curriculum in terms of: a. b. Christian Formation; and Academic Grade.

Significance of the Study The study is significant to the teachers, primarily the Religion or Values Education teachers to help them assess their strategies/ways in teaching Religious Education Subjects. This will also evaluate the students how far they have understood the teachings and invitations of Christ as a Paulinian.

Scope and Limitations of the Study This study is limited to the Second Year Secondary Education students. Although the original respondents were the Third Year Education Students to measure how far did they applied/developed their learnings from their Religious Education Subjects.

METHODOLOGY Research Environment The research focused on St. Paul University Dumaguete located at Bantayan, Dumaguete City, Negros Oriental. Research Respondents The research respondents were the Second Year CAED - Secondary Education Students. Research Instrument The instrument used in this study was a survey questionnaire. There were two things pointed out from the questions: one answered Religious Education Subjects as an aid for Christian Formation and the other answered was Religious Education

Subjects as a Requirement only for the Students Academic Grades. The respondents will choose according to their perception whether they agree or disagree on the given statements. The data were gathered with the help of a statistics which includes calculation, organization, and interpreting the data. The formulas used are as follows:

a. Frequency =

No. of Items x No. of Respondents

2

Frequency = 10 X 20
2

= 200
2

= 100 To get the Frequency, the researchers multiplied the Number of Items by the Number of Respondents. Then divide the product into 2 since the researchers aimed to come up with results that will answers two (2) categories namely: An Aid for Christian Formation and for Academic Grade.

b. Percentage

= F N

X 100

The Percentage formula was used in the analyses on the Summary of Religious Education as an Aid and for Academic Grade (See Tables 4.1 and 4.2)

Definition of Terms The following terms are operationally and conceptually defined for better understanding: Enormous - very great in size or amount. Evangelize - to try to convert (a group or area) to a different religion. Gravissimum Educationis a document of the Catholic Church concerning the Declaration on Christian Education. Locus - a central or main place where something happens or is found. Pedagogy - the art, science, or profession of teaching. Synod - a group of church leaders who are in charge of making decisions and laws related to the church.

CHAPTER II PRESENTATION AND INTERPRETATION OF DATA

Survey Questions: Instructions: Rate the following questions with your BEST answers by checking the box. Questions Religious Education subjects are helpful in increasing my faith, good relationship with God and others. Religious Education subjects are only part of the curriculum. I have no choice but to take it. I find my Religious Education subjects boring and non-sense but I need to enroll because it is a requirement. My learnings from my Religious Education subjects are applied in my everyday life. I dont like Religious Education subjects because it is not important especially in todays generation. However, Ill get it for me to graduate in SPUD. Studying Religious Education subjects uplifts my spirit whenever I feel down and burdened. Strongly Agree Agree Undecided Disagree Strongly Disagree

1.

18

2.

3.

4.

11

5.

6.

10

7. How I wish Religious Education subjects were not part of the curriculum. They are just added loads. 8. I am thankful I am given the opportunity to know God more as I slowly fulfill my career. 9. I dont have to take Religious Education subject in order for me to know whom I believe. Unluckily, I need to get them for educational purposes. 10. My thoughts, actions and words are guided because I am now conscious of what our Religion teacher/instructor taught us.

11

14

10

Table 1: Survey Questions with the Tabulated Scores

INTEPRETATION: Religious Education Subjects in its Two-fold Dimension: A. Religious Education as an Aid Plotting it in terms of its purpose: Religious Education subjects as an aid, as we can see most of the 2nd Year Education students considered it as a great help for their living. Majority of them, Strongly Agreed that Religious Education Subjects are great help for Christian Formation. (See Table 1 Items 1, 4, 6, 8, and 10) Table 2 further explained the results on the students perception towards Religious Education Subjects as an Aid. The general percentage of the matter is as follows: Strongly Agree - - - - - 61% Agree Undecided Disagree - - - - - 32% - - - - - 5% - - - - - 1% - - 1%

Strongly Disagree

Table 2: Summarized Results from the Survey as an Aid Strongly Answer Religious Education subjects are helpful in increasing my faith, good relationship with God and others. My learnings from my Religious Education subjects are applied in my everyday life Studying Religious Education subjects uplifts my spirit whenever I feel down and burdened. I am thankful I am given the opportunity to know God more as I slowly fulfill my career. My thoughts, actions and words are guided because I am now conscious of what our Religion teacher/instructor taught us. 10 7 2 0 1 14 6 0 0 0 8 10 2 0 0 11 8 0 1 0 18 1 1 0 0 Agree Agree Undecided Disagree Strongly Disagree

B.

Religious Education for Academic Grade only On the other hand, having the Religious Education Subjects as plainly part of

their Academic Curriculum, the Students were not that sure what to answer. An average 3-4 Students or 15% of the Students were Undecided to choose whether they go for what the ideal Paulinian should be or what are they experiencing. They were hesitant to reveal whats inside of them (playing safe). Table 3 further explained the results on the students perception towards Religious Education Subjects only as a Academic requirement. The general percentage of the matter is as follows: Strongly Agree - - - - - 5% Agree Undecided Disagree - - - - - 7% - - - - - 19% - - - - - 32%

Strongly Disagree - - - 137%

Table 3: Summarized Result from the Survey for Academic Grade Strongly Answer Religious Education subjects are only part of the curriculum. I have no choice but to take it. I find my Religious Education subjects boring and non-sense but I need to enroll because it is a requirement. I dont like Religious Education subjects because it is not important especially in todays generation. However, Ill get it for me to graduate in SPUD. How I wish Religious Education subjects were not part of the curriculum. They are just added loads. I dont have to take Religious Education subject in order for me to know whom I believe. 0 0 4 8 8 1 2 4 9 4 2 2 2 8 6 Agree Agree Strongly Undecided Disagree Disagree

11

Unluckily, I need to get them for educational purposes.

Most of the students, however, found out the importance and the greater value Religious Education can offer to them. In fact, 70% of them Disagreed/Strongly Disagreed that Religious Education Subjects are for Academic purposes only. The students, therefore, valued Religious Education as an Aid most especially in their relationship with themselves, with others, and with God (based on Survey Question #1).

CHAPTER III SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings on the survey conducted. This chapter also includes conclusion and the recommendation for the Religious Education Teachers. Specifically, this study sought to answer the following questions: 1. How the students perceived Religious Education Subjects as part of the curriculum in terms of :

Summary of the Findings 1. Religious Education subjects contributed much of the Paulinian students attitude and perception. They integrated their learnings as their basis of making good decisions. It was clearly shown that at least 61% of the 2nd Year Education Students had absorbed the essence of Religious Education. 2. The Second Year Secondary Education Students General Perception on Religious Education Subjects taken as an Aid for Christian Formation namely: 61% Strongly Agree, 32% - Agree, 5% - Undecided, 1% - Disagree, and 1% Strongly Disagree.

3. Only 5% of the 2nd Year Education students Strongly Agreed that Religious Education subjects were mainly for Academic purposes only. And, the remaining 19% of the students who opted to play safe were Undecided. 4. Unlike the first part of the study, the Aid part, the students were sure of what to answer. But when it comes to the second part which is for Academic Grade, they were hesitant. Knowing that the researchers were Religious, they somehow tried to play safe. 5. Religious Education Subjects as perceived by the Second Year Education Students as an Academic Grade was: 5% - Strongly Agree, 7% - Agree, 19% Undecided, 32% - Disagree, and 37% - Strongly Disagree.

Conclusion Enumerated below are some conclusions that came up from the data gathered: 1. The Second Year Secondary Education Students of St. Paul University Dumaguete appreciated the value of Religious Education as part of their curriculum. 2. Most of the respondents were hesitant to express the fact that they considered Religious Education Subjects as plainly part of their Academic Requirements. 3. The interest of the students towards Religious Education Subjects must be influenced by their parents.

4. Learnings from the Religious Education Subjects do not end from the four-walls of the classrooms. They are to be lived-in and constantly be seen as a Paulinian Identity. Recommendations With the findings and conclusions, the researchers highly recommend the following:

1. That the students must be responsible to apply their learnings with proper
sense of values for their Professional life in the future. 2. That the teachers must enhance or develop their teaching strategies to convey the significance of Religious Education. 3. That the parents must not be dependent either on the School or the teachers for the Christian Formation of their child. 4. That further researches be done on the Factors that Affect the Interests of the Students towards Religious Education to evaluate the causes of Students attitude towards the subject matter.

REFERENCES A. Books

_______. (1983). The Code of the Canon Law with Index. Collins Liturgical Publication: London. Catholic Bishops Conference of the Philippines (2007). National Catechetical Directory

of the Philippines.
(ECCCE): Manila.

Episcopal Commission on Catechesis and Catholic Education

Catholic Bishops Conference of the Philippines (2008). Catechism for Filipino Catholics. Episcopal Commission on Catechesis and Catholic Education (ECCCE): Manila. Episcopal Commission on Education and Religious Instruction (1983). Maturing in

Christian Faith. St. Paul Publications: Manila.

Flannery, A. (1975). Vatican Council II: The Conciliar and Post-Conciliar Documents. Costello Publishing Company: New York. Padilla, F. (2012). The New Evangelization: A Work for the Divine Family. Family and Life Movement, Inc.: Manila. Sisters of St. Paul of Chartres (2009). A Way of Life and a Process: SPC Manual for

Christian Formation. Sisters of St. Paul of Chartres Education Ministry: Antipolo.

Vieth, Paul H.(1930). Objectives in Religious Education. Harper &: Brothers: New York.

B. Unpublished Dissertation and Thesis

Duran, M.F. (2012) Dissertation on Faculty Development Program of Diocesan High

School: Implications for Enhancement. Dumaguete City, Philippines.

Khanam, A. (2008) Effect of Religious Education on the Moral Development of

Children. Lahore, Pakistan.

King, B. (1960) "A study of Religious Education: Its Nature, Its Aims, Its

Manifestations" Honors Projects: Illinois

Kovalik, C. and King, P. (2013). The Perception: United States of America

C. Online Sources http://www.cbcpnews.com/cbcpnews/?p=324 (accessed 08-15-2013) http://www.studymode.com/essays/Role-Of-Parents-In-Children-Education-774(accessed 10-2-2013). http://en.wikipedia.org/wiki/Transformative_learning (accessed 8-25-2013). http://en.wikipedia.org/wiki/Transformative_learning (accessed 8-26-2013). http://theses.gla.ac.uk/2917/1/2011matembaphd.pdf (accessed 9-6-2013). http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/learning_theories. pdf (accessed 9-7-2013).

CURRICULUM VITAE

SR. JONA GABRIEL GASACAO GARCIA, CARM. O. L.

Personal Background Address: Fatima Village, Piapi, Dumaguete City Date of Birth: November 1, 1989 Place of Birth: Himamaylan, Negros Occidental Civil Status: Single Citizenship: Filipino Gender: Language: Female English, Filipino, and Cebuano

E-mail Address: gabrielle_vince@yahoo.com.ph

Educational Attainment Tertiary: St. Paul University Dumaguete (Undergrad) 2009-2010 Institute of Formation and Religious Studies Manila Secondary: Stella Maris Academy Aguisan, Himamaylan, Negros Occidental Elementary: Saraet Elementary School Saraet, Himamaylan, Negros Occidental 2003 2007 2010-2011

School Attended: La Consolacion College - Isabela

Seminars/Trainings/Workshop Attended Religious Life and The Code of Canon Dumaguete City Psycho-Spiritual Integration 1 & 2 Cebu City and Iloilo City Emotional First-Aid Techniques for Disaster Situations/ Psychotrauma Orientation Dumaguete City 2012 2012 2013

CURRICULUM VITAE

SR. ROSALYN ALOYSIUS ANGAO, CARM. O. L.

Personal Background Address: Fatima Village, Piapi, Dumaguete City

Date of Birth:February 20, 1992 Place of Birth: Butuan City, Agusan del Norte Civil Status: Single Citizenship: Filipino Gender: Language: Female Cebuano, English, and Filipino devie_rose20945@yahoo.com.ph

E-mail Address:

Educational Attainment Tertiary: St. Paul University Dumaguete (Undergrad) 2009 2010-2011

School Attended: Caraga State University Butuan City Institute of Formation and Religious Studies Manila Secondary: Buenavista National High School Buenavista, Agusan del Norte Elementary: Pinamanculan Elementary School Butuan City

2008

2004

Seminars/Trainings/Workshop Attended Religious Life and The Code of Canon Dumaguete City Psycho-Spiritual Integration 1 & 2 Cebu City and Iloilo City Emotional First-Aid Techniques for Disaster Situations/ Psychotrauma Orientation Dumaguete City 2012 2012 2013

APPENDICES

Appendix 1: Survey Questions Instructions: Rate the following questions with your BEST answers by checking the box. Questions 1. Religious Education subjects are helpful in increasing my faith, good relationship with God and others. 2. Religious Education subjects are only part of the curriculum. I have no choice but to take it. 3. I find my Religious Education subjects boring and non-sense but I need to enroll because it is a requirement. 4. My learnings from my Religious Education subjects are applied in my everyday life. 5. I dont like Religious Education subjects because it is not important especially in todays generation. However, Ill get it for me to graduate in SPUD. 6. Studying Religious Education subjects uplifts my spirit whenever I feel down and burdened. Strongly Agree Agree Undecided Disagree Strongly Disagree

7. How I wish Religious Education subjects were not part of the curriculum. They are just added loads. 8. I am thankful I am given the opportunity to know God more as I slowly fulfill my career. 9. I dont have to take Religious Education subject in order for me to know whom I believe. Unluckily, I need to get them for educational purposes. 10. My thoughts, actions and words are guided because I am now conscious of what our Religion teacher/instructor taught us.

The Results of Religious Education in Percentage A. Religious Education as an Aid for Christian Formation Table Religious Education as an Aid

ANSWERS STRONGLY AGREE

FREQUENCY

PERCENTAGE

RANK

61

61

1ST

AGREE 32 32 2ND

UNDECIDED 5 5 3RD

DISAGREE 1 1 4TH

STRONGLY DISAGREE 1 N=100 1 100% 4TH

B. Religious Education as an Academic Requirement Table 4.2 Religious Education for Academic Grade

ANSWERS STRONGLY AGREE

FREQUENCY

PERCENTAGE

RANK

5 AGREE 7 UNDECIDED 19 DISAGREE 32 STRONGLY DISAGREE 37 N=100

5th

4th

19

3rd

32

2nd

37 100%

1st

Dr. Enriqueta Cimafranca, Dean St. Paul University Dumaguete College of Arts and Education

Dear Dr. Cimafranca:

Greetings of peace and blessings from the Lord! We are Sr. Jona Gabriel Garcia, Carm. O. L., and Sr. Rosalyn Aloysius Angao, Carm. O. L. BSED-2 taking the course of Writing in the Discipline. In this view, we are required to conduct a survey to produce a Research Output. May we ask for your permission to conduct a research on Religious Education Subjects: An Aid or for Grade as perceived by the 3rd Year Education Students in St. Paul University Dumaguete (SPUD). We are hoping for your kind attention. Thank you.

Respectfully yours, SR. JONA GABRIEL GARCIA, BSED 2

SR. ROSALYN ALOYSIUS ANGAO, BSED 2

Noted by: TICHIE ANN BAENA, Ph. D.