Chapter 1

THE PROBLEM

Background of the Study

Nowadays, children are not acquiring basic moral values because today's
generation of adults is such poor role models. Today's youth have shown the
decline in moral value. Even the simplest of moral values like, respect, care
and consideration slowly fading away over the years. Todays pupils are
inheriting a world very different from the one their parents knew.
Research by the Children's Society suggests that two thirds of adults
believe that the moral values of young people have declined considerably since the
time when they were young (http://www.timesonline.co.uk/tol
/news/uk/article4238407.ece).
It is in the above statement that the researcher would like to find out the
level of moral values among the elementary pupils of Dalama Central Elementary
School.

Conceptual/Theoretical Framework
This study intends to view the level of moral values among elementary
pupils of Dalama Central Elementary School.

The basic moral values consist of, among other things, honesty,
kindness, industry, obedience, courtesy, self-discipline, respect for elders, thrift,
self-reliance, conservation, godliness, politeness, thoughtfulness, trustworthiness,
helpfulness and others (http://www.freeinquiry.com/teaching-morals.html).
This study is based on the Kohlbergs theory of moral development.
According to Kohlberg, an individual could not skip the six stages of moral
development.

He believed that individuals made progress by mastering each

stage, one at a time.

The earliest stage of moral development is especially common in young
children, but adults are capable of expressing this type of reasoning. At this stage,
children see rules as fixed and absolute. Obeying the rules is important because it
is

means

to

avoid

punishment

(http://psychology.about.com/od/

developmentalpsychology/a/kohlberg.htm).
Stage

two of moral development, children account for individual

points of view and judge actions based on how they serve individual needs. In the
Heinz dilemma, children argued that the best course of action was whichever bestserved Heinzs needs. Reciprocity is possible, but only if it serves one's own
interests
(http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm.

Stage three is often referred to as the "good boy-good girl" orientation,

this stage of moral development is focused on living up to social expectations and

roles. There is an emphasis on conformity, being "nice," and consideration of how

choices

influence

relationships

(http://psychology.

about.com/od/developmentalpsychology/a/kohlberg.htm).
In stage four of moral development, people begin to consider society as
a whole when making judgments. The focus is on maintaining law and order by
following

the

rules,

doing

ones

duty,

and

respecting

authority

(http://psychologyabout.com/od/developmentalpsychology/a/ kohlberg.htm).
People begin to account for the differing values, opinions, and beliefs of
other people in stage five. Rules of law are important for maintaining a society, but
members

of

the

society

should

agree

upon

these

standards

(http://psychologyabout.com/od developmentalpsychology/a/kohlberg.htm).
Kohlbergs final level of moral reasoning is based upon universal ethical
principles and abstract reasoning. At this stage, people follow these internalized
principles of justice, even if they conflict with laws and rules.
The succeeding schematic presentation shows the independent and
dependent variables of the study. The independent variable is the profile of the
respondents in terms of age, gender, and monthly family income. The dependent
variable is the level of moral values in terms of honesty, kindness, industry,
obedience, courtesy, self-discipline, respect for elders, thrift, self-reliance,

conservation,

godliness,

politeness,

thoughtfulness,

trustworthiness,

and

helpfulness.

Moral Values
Honesty
Kindness
Industry
Obedience
Courtesy
Self-discipline
Respect for elders
Thrift
Self-reliance
Conservation
Profile

Godliness

Age

Politeness

Gender

Thoughtfulness

Monthly Family
Income

Trustworthiness
Helpfulness

Figure 1
Schematic Presentation of the Study

Statement of the Problem

This study aims to find out the level of moral values among elementary
pupils of Dalama Central Elementary School during the school year 2015-2016.
Specifically, this study seeks to answer the following questions:
1.

What is the profile of the pupils in terms of age, gender, and

monthly family income?

2.

What is the level of moral values of pupils in terms of honesty,

kindness, industry, obedience, courtesy, self-discipline, and respect for elders,

thrift,

self-reliance,

conservation,

godliness,

politeness,

thoughtfulness,

trustworthiness, and helpfulness?

3. Is there a significant relationship between the profile of the pupils
and their level of moral values?
Hypothesis
HO1: There is no significant relationship between the profile of the
pupils and their level of moral values.

Significance of the Study

The results of this study may be beneficial to the following:
Society. The outcome of this study may provide them information with
regard to the moral standing of the youth today. Also, it may help the society to
make actions and programs to save the youth from immorality.
Teachers. The findings of this study may give them guide in molding
their pupils to become morally upright.

Parents. This study serves as a guide to them to perform their duties and
responsibilities well particularly in shaping the morality of their children.
Pupils.

It may help pupils to determine their moral values and to

become aware of their moral standing; enrich their knowledge about the
significance of morality in their existence.
Future researchers. This study may give those ideas on how to gather
more relevant information in order to go further on their research studies and this
may also serve as a good reference in studying moral values.

Scope and Limitation of the Study

This study will be conducted among the randomly selected elementary
pupils of Dalama Central Elementary School during the school year 2015-2016
particularly those enrolled in Grade IV, Grade V and VI.
The data-gathering instrument to be employed will be the questionnaire
which was adapted from a masters thesis by Noemi C. Banghanoy, Teaching of
Values in Selected Elementary Schools of Lanao del Norte.
The validity and reliability of the results depend upon the honesty of the
respondents in answering the questionnaire.

Definition of Terms
To have a clear understanding of the study, the following terms are
conceptually and/or operationally defined:
Moral values. It relates to the conduct or character viewed from the
concept of right and wrong (Timbreza, 2003).
Honesty. It is the act speaking truth and creating trust in minds of others
(http://en.wikipedia.org/wiki/Honesty).

Kindness.

It is the act or the state of being kind and marked by

charitable behavior, marked by mild disposition, pleasantness, tenderness and

concern for others. It is a recognized value in many cultures and religions
(http://en.wikipedia.org/wiki/Kindness).
Industry. Operationally, this refers to the perseverance of an individual
to perform a task.
Obedience. Operationally, it is the act of obeying with respect to another
person.
Courtesy.

It is a courteous or respectful or considerate act

(http://www.google.com.ph/search?hl=tl&
Q=define%3Acourtesy&btnG=Maghanap&meta=).

Self-discipline.
conduct,

It is the training and control of oneself and one's

usually

for

personal

improvement

(http://dictionary.reference.com/browse/
self-discipline).
Respect for elders.

Operationally, this refers to the state of being

regarded with honor or esteem.

Thrift. Operationally, this refers to an extreme care in spending money.
Self-reliance. It refers to the capacity to rely on one's own capabilities,
and to manage one's own affairs; independence (en.wiktionary.org/wiki/selfreliance).
Conservation. Operationally, this refers to the preservation and careful
management of the environment and of natural resources.
Godliness. It refers to the condition and quality of being godly, pious,
and scrupulously observant of all the teachings of one's religion, practicing virtue
and avoiding sin (en.wiktionary.org/wiki/godliness).
Politeness. Operationally, this refers to the act of showing regard for
others.
Thoughtfulness.

It is the trait of thinking carefully before acting

(wordnetweb.princeton.edu/perl/
webn).

Trustworthiness. It is a moral value considered to be a virtue; taking

responsibility

for

one's

conduct

and

obligations

(en.wikipedia.org/wik/Trustworthiness).
Helpfulness. Operationally, it refers to the act of being helpful and
giving or rendering aid or assistance.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses some related literatures and studies which serve as the
bases of the present study. This presents a review of the work of some authorities
who have provided the researcher some basic frames of references in this work.

Related Literature
Teaching young people basic values is important. It helps them make
decisions that will be good for their future.

Young people can make right

decisions if they understand what makes something right or wrong

(http://www.character-education.us/index.htm).
A value becomes moral because it is recognized as reasonable and freely
chosen by a human person. Moral values are absolute, universal and necessary for
everyone (Bauzon, 2002). It relates to the conduct or character viewed from the
concept of right and wrong (Timbreza, 2003).
Children are not acquiring basic moral values because todays
generations of adults are such poor role models (http://www.charactereducation.us/index
.htm). Research by the Childrens Society suggests that two thirds of adults
believe that the moral values of young people have declined considerably since the
time when they were young (http://www.children_society.
com/morals).
Moral values also derive from within ones own self. Children from the
ages of 6 to 12 understand what lying is and the moral wrongness of this behavior.
However, children may continue to lie in order to test adult rules and limits. The
child may admit to tell a lie, but usually he/she has many reasons for having done
so. Rules are very important at this age, so cheating becomes less important

(http://www.children hospital.org/az/Site1254/mainpageS1254P0.html).

Once,

however, any form of discipline is applied to modify the childs behavior, the child
now gains the capacity within himself to distinguish his right behavior from his
wrong behavior. Now, the child can make correct choices based on his own
knowledge. The choices that are made by an individual from childhood to
adulthood are between forbidden and acceptable, kind or cruel, generous or
selfish. A person may, under any given set of circumstances, decide to do what is
forbidden. If this individual possesses moral values, going against them usually
produces guilt (http://www.allaboutphilo sophy.org/moral-values-fag.htm.).
People who have good moral fiber are successful in their relationships
with other people. They know how to treat another person with respect and know
how to earn respect from other people. They are the type of people who wants to
be friend with. Another is they contribute positively to society by reaching beyond
themselves out into their community. They get involved and help as they can and,
they take responsibility for their actions. They try to fix any mistakes they make.
They are capable of feeling a sense of accomplishment when they finish a task.
People who do not have base values arent even able to feel good about doing
something right. Also they are capable of learning and growing both socially and
emotionally and they are generally happier. They grab on to the best of what life
has to offer them. They can see the light at the end of the tunnel when life gets
tough (http://parentingteens.about.com/od/disciplin1/a/teach_values.htm).

There are several other approaches to the study of moral development,

which are categorized in a variety of ways. Briefly, the social learning theory
approach claims that humans develop morality by learning the rules of acceptable
behavior from their external environment, an essentially behaviorist approach.
Psychoanalytic theory proposes instead that morality develops through humans'
conflict between their instinctual drives and the demands of society. Cognitive
development theories view morality as an outgrowth of cognition, or reasoning,
whereas personality theories are holistic in their approach, taking into account all
the factors that contribute to human development.
The differences between these approaches rest on two questions: How
moral are infants at birth? And how is moral maturity defined? The contrasting
philosophies at the heart of the answers to these questions determine the essential
perspective of each moral development theory. Those who believe infants are born
with no moral sense tend toward social learning or behaviorist theories, because
all morality must therefore be learned from the external environment. Others who
believe humans are innately aggressive and completely self-oriented are more
likely to accept psychoanalytic theories where morality is the learned management
of socially destructive internal drives. Those who believe it is the reasoning
abilities that separate humans from the rest of creation will find cognitive
development theories the most attractive. And those who view humans as holistic
beings born with a full range of potentialities will most likely be drawn to
personality theories (http://www.angelfire.com/folk/

mpv/moraldevelopment.htm).
The rise in crime, drug and alcohol abuse, gang violence, teen
parenthood, and suicide in Western society has also caused a rise in concern over
morality and moral development. Parents and teachers want to know how to raise
moral children, and they turn to moral development theorists to find answers.
Freudian personality theories became more widely known to the Western public in
the 1960s and were understood to imply that repression of a child's natural drives
would lead to neuroses. Many parents and teachers were therefore afraid to
discipline their children, and permissiveness became the rule. Cognitive
development theories did little to change things, as they focus on reasoning and
disregard behavior. Behaviorist theories, with their complete denial of free will in
moral decision-making, are unattractive to many and require precise, dedicated,
behavior

modification

techniques

(http://www.angelfire.com/folk/m/moraldevelopment.htm).
It is hence wrong to judge the morality of human acts by considering
merely the intention which inspires them, or the circumstances (environment,
social problems, constraint or need to act, etc.) which form their frame. There are
acts which in them and by themselves independent of circumstances and intentions
are always gravely unlawful because of their object, as for instance blasphemy,
perjury, murder, and adultery. It is not lawful to do evil so that good may come of
it (Desclos, 1993).

Moral values form a subset of the set of all values, and a value simply
consists of the things (abstract or concrete) that some people value. What one
person values highly another person may despise. It has become common for
groups of people who hold one set of values to claim that others have no values,
but a person who had no values whatsoever would be unmotivated in all respects.
The same general analysis holds for moral values.
Moral value can either make or unmake an individual; it can either
foster or destroy any human relationship. Max Scheler as cited by Dy (1998)
stated that when a person fails to respond to the call of a value, it is not the value
that is destroyed but the person himself. In this regard he explains that the moral
value of good and evil forms personhood. As doing good makes more of a person,
so doing evil makes less of a person and more of a beast. It is in this context that
again finds the relevance of John Stuart Mills famous statement: It is better to be
a human being dissatisfied than a pig satisfied (Titus, 1957).
A value becomes moral because it is recognized as reasonable and freely
chosen by a human person. Moral values are pre-eminent over human values.
They are absolute, universal and necessary for everyone. They are obligatory
which is ought to be realized and cannot be postponed (Bauzon, 2002).
Since morals are inculcated to help soften conflicts among individuals
in a society, it is clear that the original disruptive motivations do not disappear.
They can appear in the actual behavior of individuals -- even the individuals who
are charged by society with maintaining adherence to that society's values.

Innate moral strengths of virtues must be nurtured at various stages in

order for the person to develop morally as stated in Ericsons psychoanalytic
theory of moral development. The emergence of these virtues takes place within
three periods of ethical development: moral learning in childhood, ethical
experimentation in adolescence, and ethical consolidation in adulthood (Ericson,
1975).
It is essential that the student acquire an understanding of lively feeling
for values of the morally good. Otherwise, he with his specialized knowledge
more closely resembles a well-trained dog than a harmoniously developed person
(Einstein, 1955).
In recent years, there has been increased interest in the moral
development of students in higher education and the role of the institution in
facilitating moral development. The significant moral problems that are
prevalent on college campusesalcohol abuse, date rape, academic dishonesty,
vandalism, and assault, to name a few are indications of the need for ethical
development

of

college

students

(http://www.usca.edu/SOBA/facultyfiles/fekulafiles/Fekula%20VITA
%2027%20Sep%2008.pdf).
Collier defined moral values as values to which a sense of obligation is
attached. More than mere preference, moral values are those values like respect
and responsibility, around which good character is formed (http://books.google.
com.ph/books?id=nwkOA

AA

QAAJ&printsec=frontcover&dq=Collier+moral+values&source
=bl&ots=eGzLaSddPc&sig=KH7Tf2dQ0qvI2dR9MQ0lQTDDLcw&hl=tl&ei=31
dzS9X9MYqI6gP035jJDw&sa=X&oi=book_result&ct=result&resnum=1&ved=0
CAcQ6AEwAA#v=onepage&q=&f=false).

Related Studies
According to Chen (2005) honest was the highest ranked value among
faculty and administrator participants with a mean of 6.88 followed by just and
open-minded with means of 6.63 in his study about Perceptions of Values at a
Public Research University. Public institutions of higher education place great
emphasis on freedom of speech and inquiry and encourage students to actively
participate in research activities. As a value, honesty can be interpreted to be
directly related to the academic mission of the university. As noted earlier, several
of the eight faculty/administrator participants were members of the universitys
Academic Honesty Committee which probably influenced the ranking of honest as
an institutional value.
Historically, private institutions have emphasized affective values in
their missions to promote student character and moral development (Chen, 2005).
In this regard, the student perceptions in this study served to further distinguish the
missions of private colleges and universities from public institutions.

Chen (2005) findings indicate that the student participants perceive that
values are personally important to them but that the university has only a small
role in shaping those values and influencing their decisions.
Statistical analysis of the responses in the student survey indicated that
participants moral values were important to them personally in terms of both their
life directions and collegiate experiences. However, the role of the university in
shaping their ethical values was much less important to the student participants.
Similarly, the mean of the sample of students surveyed indicates that participants
perceived the institutions role to be less than somewhat important when faced
with a moral or ethical dilemma.
Overall, the students surveyed indicated that morals and ethical
standards were important to them, but that they did not perceive the institution to
have a prominent role in shaping their attitudes in this area. Boks (1990)
contention that the diversity of large public institutions can create confusion in
students regarding ethical dilemmas supports this finding. The discrepancies
between student perceptions and faculty and administrator perceptions may be
related to the universitys failure to make institutional efforts to communicate
these values to students. As Bok states, surveying the efforts currently made to
help students acquire a stronger sense of moral and civic responsibility, one cannot
say that higher education as a whole pays adequate attention to the issue (1990, p.
100).

Chapter 3
RESEARCH METHODOLOGY

This chapter presents the research design, research setting, research

respondents, research instrument and its validation, the data-gathering procedures
and statistical treatment of data.

Research Design
This study will use the descriptive method of research using a
questionnaire as a main data-gathering tool for the researcher to get sufficient
information or facts to answer the questions being asked.
Descriptive method of research is more valuable in providing facts on
which scientific judgments maybe based.
The researcher will use this type of research to describe the data and
characteristics about what is being studied.

Research Setting
The locale of the study will be focused in the elementary pupils of
Dalama Central Elementary School. This school is located in Dalama, Baroy,
Lanao del Norte. The researcher chose the said locale since she is currently
teaching from this institution.

Research Respondents

The respondents of this study will be the elementary pupils who were
officially enrolled in Grade IV, Grade V and VI of Dalama Central Elementary
School for the school year 2015-2016.
The researcher will use the sample size formula in order to get the exact
number of the respondents. The respondents will be randomly selected. The
researchers will use the random sampling to ensure that everyone has a
proportionally equal chance of being picked.

Research Instrument
This study employs the questionnaire as the main tool in gathering the
needed information.
The questionnaire has two parts. Part I was researchers made which
design to gather information about the profile of the respondents in terms of their
age, gender, and monthly family income. Part II was adapted from a masters
thesis entitled Teaching of Values in Selected Elementary Schools in Lanao del
Norte. The Part II of the questionnaire aims to gather information about the level
of moral values in terms of honesty, kindness, industry, obedience, courtesy, selfdiscipline, respect for elders, thrift, self-reliance, conservation, godliness,
politeness, thoughtfulness, trustworthiness, and helpfulness. There will be fifteen
categories of moral values and every category has two items.
The data on the level of moral values of the respondents will be
analyzed and interpreted as follows:

Range Interval
4.20 5.00
3.40 4.19
2.60 3.39
1.80 2.59
1.00 1.79

Responses
Always Demonstrated
Often Demonstrated
Sometimes
Demonstrated
Seldom Demonstrated
Never Demonstrated

Interpretation
Vey Much Desirable
Very Desirable

Code
VMD
VD

Desirable

Somewhat Desirable
Not Desirable

SD
ND

Validation of Instrument
The instrument use in this study was taken from a masters thesis of
Noemi C. Banghanoy Teaching of Values in Selected Elementary Schools of
Lanao del Norte. The Part I of the questionnaire was researchers made and Part
II was adapted. The researcher will analyze and quantify each component that
contributes to the overall quality of the result to ensure that the instrument is
working correctly.
The questionnaire will be submitted to the researchers adviser for
inspection and suggestions.

Several suggestions incorporated and then the

questionnaire will thoroughly checked by the Chairman of the Thesis Committee

prior to approval.

Data gathering Procedure

After the validation of instrument, the researcher then seeks the
approval of the school principal of Dalama Central Elementary School to allow the
researcher to conduct the study. Afterwards, the researcher will personally
administer the research instrument to ensure clarity and to avoid misinterpretation

of the statements. The respondents will be given thirty minutes to answer the
items in the questionnaire. When desired data and information will be gathered,
classification, analysis, statistical treatment and interpretation of data will be
followed.

Statistical Treatment of Data

The data being gathered will be analyzed, tabulated and interpreted
using the following statistical instruments:
Frequency and Percentage Distributions.

These will be used to

determine the proportion of respondents responses in terms of their profile

particularly on age, gender, and monthly family income.
Formula:
f
P=

x 100

n
Where: P = percentage
f = frequency
n = number of respondents

Average Weighted Value. This will be used to determine level of moral

values of the elementary pupils.
Formula:
_ fx

X=
f
_
Where:

X = average weighted value

fx = the sum of all the products of f and x; where f is the
frequency of each option and x is the weight of each option
f = sum of all the subjects

Chi-square. This will be used to determine the significance of the

relationship between the profile of the respondents and their level of moral values.
Formula:
(o e)2
X2 =
e
Where: X2 = Chi-square value
o = observed frequency
e = expected frequency

BIBLIOGRAPHY

Books
Bok, D. 1990. Universities and the Future of America. Durham, NC: Duke
University Press.
Desclos, Jean. 1993. Values for Life. The Guernsey Pres, Co. Ltd, Guernsey, C.I.
Dy, Manuel C.,Jr. 1998. Max Schelers Value Ethics. Karunungan, Vol.15. An
Official Journal of the Philippine Academy of Philosophical Research.
Manila: UST Publishing House.
Timbreza, Florentino T. 1993. Filipino Values Today. National Book Store,
Mandaluyong City. pp.23
Titus, Harold. 1957. Ethics for Today. 3rd Edition. New York, American Book. Co.

Unpublished Materials
Alberto, Suzeth G. and Fernandez, Rey A. 2008. Skills in Reading
Comprehension and Problem-Solving Among the Senior Secondary Studnts
in Mindanao State University-Maigo School of Arts and Trades.
Undergraduate Thesis. MSU-MSAT. November 2008.
Ang, Cristina M. and Antiga, June Antonette B. 2008. Problems Encountered by
the Cocofarmers Children Enrolled in Mindanao State University Maigo
School of Arts and Trades. Undergraduate Thesis. MSU-MSAT. November
2008.
Bonghanoy, Noemi C. 1998. The Teaching of Values in Selected Elementary
Schools in Lanao del Norte. Masters Thesis. Misamis University, Ozamiz
City.
Chen, P.D. (2005). College and Character: A Study of the Differences in Character
Values and Character Education Practices between American Four-year
Private Faith-based and Private nonsectarian Colleges and Universities.
Unpublished Doctoral Dissertation, Florida State University.

Webliography
http://eqi.org/kohlberg.htm
http://www.character-education.us/index.htm
http://www.character-education.us/index.htm
http://www.children_society.com/morals
http://www.childrenhospital.org/az/Site1254/mainpageS154P0.html
http://www.allaboutphilo sophy.org/moral-values-fag.htm
http://parentingteens.about.com/od/disciplin1/a/teach_values.htm
http://www.freeinquiry.com/teaching-morals.html

http://www.allsaintspuyallUp.org/fun_moral_dilemma.htm
http://en.wikipedia.org/wiki/Honesty
http://en.wikipedia.org/wiki/Kindness
http://www.google.com.ph/search?hl=tl&Q=define
%3Acourtesy&btnG=Maghanap&meta=
http://dictionary.reference.com/browse/self-discipline
en.wiktionary.org/wiki/self-reliance
en.wiktionary.org/wiki/godliness
wordnetweb.princeton.edu/perl/webn
en.wikipedia.org/wik/Trustworthiness
http://www.angelfire.com/folk/mpv/moraldevelopment.htm
http://www.angelfire.com/folk/m/moraldevelopment.htm

QUESTIONNAIRE
ON
MORAL VALUES AMONG THE ELEMENTARY PUPILS IN DALAMA
CENTRAL ELEMENTARY SCHOOL
Name: ___________________________ (Optional)
Grade Level & Section:___________
Part I. Pupilss Profile
Directions: Please check the box which corresponds to your answer.
Age:
8 and below old
11 9 years old
14 12 years old
15 and above years old
Gender:
Male
Female
Monthly Family Income:
Below Php10,000
Php10,001 Php15,000
Php15,001 Php20,000

Php20,001 and above

Part II. Moral Values

Directions: Please check whether a particular moral value is true to you. Please use
the code below as a guide.

AD Always Demonstrated
OD Often Demonstrated
SMD Sometimes Demonstrated
SLD Seldom Demonstrated
ND Never Demonstrated
Moral Values

Responses
AD

A.

Honesty
1.
2.

B.

Kindness
1.
2.

C.

Does not cheat.

Does not take the property of others.

Shows kindness to others.

Avoids laughing at the mistakes of others.

Industry
1. Works without being told.

OD

SM
D

SL
D

ND

2. Works beyond assigned task.

D.

Obedience
1.
2.

E.

Courtesy
1.
2.

F.

Obeys parents and elders.

Abides with the rule of the majority.

Greets elders or persons in authority

courteously.
Listens attentively to person speaking.

Self discipline
1.

Controls ones temper in dealing with

others.
2. Avoids bad influence.
G.

Respects for elders

1.
2.

H.

Thrift
1.
2.

I.

Does ones work to the best of his ability.

Has initiative in doing ones work.

Conservation
1.
2.

K.

Spends money wisely.

Uses things properly.

Self reliance
1.
2.

J.

Respects the rights of elders.

Solicits advice of elders.

Plants trees, vegetables and other plants.

Conserves energy and natural resources.

Godliness
1.

Hears the mass and/or attends worship

service regularly.
2. Prays before meals and/or before and after
sleep.

AD OD

ND
SM
D

SL
D

L.

Politeness
1.
2.

M.

Thoughtfulness
1.
2.

N.

Greets on birthdays, Christmas, and other

occasions.
Shows concerns for others.

Trustworthiness
1.
2.

O.

Uses polite expressions in conversations.

Shows friendliness to others.

Shows responsibility for ones work.

Shows ability to think critically and seeks
alternativeness.

Helpfulness
1.
Helps in household chores and group work.
2. Voluntarily helps the needy.

AD

OD

ND
SM
D

SL
D