INTEGRATING CHRISTIAN VALUES IN THE CLASSROOM OF GRADE SCHOOL

TEACHERS AT CAINTA CATHOLIC COLLEGE: AN ASSESSMENT

A Thesis
Presented to
The Faculty of the College of Education
Cainta Catholic College
Cainta, Rizal

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

Julie Francis B. Gelle

October 2015

APPROVAL SHEET
This undergraduate thesis entitled INTEGRATING CHRISTIAN VALUES IN THE
CLASSROOM GRADE SCHOOL TEACHER AT CAINTA CATHOLIC COLLEGE: AN
ASSESSMENT preferred and submitted by JULIE FRANCIS B. GELLE in partial
fulfillment of the requirement for the degree BACHELOR IN ELEMENTARY
EDUCATION is hereby recommended for acceptance and approval.

DR. EMILITA O. TORAYNO, Ed.D

Date

Adviser

Approved by the committee on Oral Examination

DR. REYNALDO R. PORTILLO Ph.D
Chairman

MR. JOSE DANILO S. JABON MA.Ed

Member

MR. ANDRES E. ARCILA (MAT)

Member

Accepted in partial fulfillment of the requirement for the degree of Bachelor in

Elementary Education

Date

DR. VIOLINDA R. CABALUNA, EA. D

College Dean

ACKNOWLEDGEMENT
The researcher would like to acknowledge with genuine and sincere thanks the
following persons, who have helped in the accomplishment of this study.
To Almighty God, who beginning of this study up to the time of its completion
give me courage, perseverance and guidance during the difficult times that I
encountered in the preparation of this study.
To my lovable Mom, Borja and Gelle Family, Classmates, Ms. Leoniza San
Miguel, Mrs. Ofelia Cruz, Carmela, Angelyn, Sarah, Cristell and Special someone who
gave their financial and moral support for this study to be accomplished.
To Dr.. Emilita O. Torayno thesis adviser, for the encouragement, support,
patience, understanding and help.
To Dr. Reynaldo R. Portillo, Mrs. Marilou A. Valencia, Mr. Jerome Samson, Dr.
Violinda R. Cabaluna and Professors for being approachable patient and supportive to
the researcher.
To all respondents, elementary teachers at Cainta Catholic College S.Y 2015 for
their cooperation and support.
To Mrs. Reggie Angeles and Mrs. Gemma Magboo for their generousity in
sharing the riches of the library and research materials.
Thank you for the inspiration. I love you so much.

DEDICATION
In gratitude to our Lord Jesus Christ,
this piece of work is heartedly dedicated to my
beloved love ones namely Mrs. Gloria my mother, Mr. Nonilon my father.
Borja and Gelle family, Ms. Luneng San Miguel, Mrs. Ofelia Cruz, Teachers friend of my
mom for encouraging me to pursue my studies. To all my Professors, classmates
friends and special someone for their prayer and encouragement.
Above all to Almighty God for giving me to knowledge, guidance, and strength for the
realization of this study.
We love you so much.
Thank you and GOD BLESS.

Julie Francis B. Gelle

ABSTRACT
Title:

INTEGRATING CHRISTIAN

VALUES IN THE

CLASSROOM

SCHOOL

TEACHERS AT CAINTA CATHOLIC COLLEGE: AN ASSESSMENT

Researcher: Julie Francis B. Gelle
Adviser: dr. Emelita O. Torayno
Course: Bachelor in Elementary Education
Institution: Cainta Catholic College
Type of Document: Undergraduate Thesis
The study sought to find out the Integrating Christian Values in the Classroom
Grade School Teachers at Cainta Catholic College: An Assessment. Specifically this
study tries to answer the following question:
The most used teaching strategies according to the students are Discussion
Simulation and direct instruction the effective teaching strategies used by the Christian
Value. According to the teacher respondent the most used strategies is discussion out
of 100 percent respondents 30 percent answered that their most used teaching
discussion. On the other hand of the subject teacher show the positive attitude in terms
of truth, justice and love needs for the Christian Values in transforming the society.
Significantly we should look into the instructional scheme of the teachers in promoting
and in teaching of the values in their respective subject areas.

The descriptive survey method of educational research was employed in the

study with questionnaire checklist as the instrument for data gathering. The
Questionnaire checklist administered to the 60 teachers of Cainta Catholic College who
were the intended respondent.
The frequency, percentage and weighted mean were the statistical tools
utilized the quantity and describe the data gathered from the questionnaires relationship
among the variables.
On the significant different between effective and most used teaching
strategies in Christian Values. The result is no significant different between effective and
most used. The effective and most used integrating Christian Values and there is no
significant different of integrating Christian Values meaning to say it is rejecting the null
hypothesis. Even the result of teaching strategies is discussion, teacher must be use
the different kind of teaching strategies that engage the interest of their student and the
student would have the study would have the study habits and appreciate the effort of
their teacher.

Table Content

Page

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

DEDICATION

ABSTRACT

LIST OF TABLE

LIST OF FIGURE

10

Chapter
1

Chapter
2

Chapter
3

The Problem and Its Setting

Introduction
Background of the Study
Theoretical Framework
Conceptual framework
Statement of the Problem
Scope and Delimitation
Hypothesis
Significance of the Study
Definition of Terms

11
13
16
18
20
21
21
21
23

Review of Related Literature and Study

Related Literature
Related Studies
Related Synthesis

26
31
31

Methodology
Research Design
Setting of the Study
Subject of the study
Instrumentation
Validation
Procedure of the Study
Statistic Treatment

33
34
35
36
36
37
38

Chapter
7

4
Chapter
5

Presentation, Analysis and Interpretation of Data

39

Summary of Findings
Conclusion of Findings
Recommendation
Action Plan
Bibliography

55
56
57
59
61

APPENDICES
Certificate Of Content Validation
Letter of Request to Conduct the Survey
Questionnaire
Curriculum Vitae

64
63
65
68

LIST OF TABLES
8

Table
1

10

Page
Frequency and Percentage Distribution
on the Profile of the Respondents
in Terms of Age

39

Frequency and Percentage Distribution

on the Profile of the Respondents
in Terms of Gender

41

Frequency and Percentage Distribution on

The Profile of the Respondents in Terms
of Educational Attainment

42

Frequency and Percentage Distribution on

the Profile of the Respondents in
Terms of Length of Service

43

Frequency and Percentage Distribution on

The Profile of the Respondents in
Terms Of Monthly Income

45

Computed Mean on the Integrating Christian

Values in the Classroom Grade School
Teachers with Respect to Truth

46

Computed Mean on the Integrating Christian

Values in the Classroom Grade School
Teachers with Respect to Justice

48

Computed Mean on the Integrating Christian

Values in the Classroom Grade School
Teachers with Respect to Love

50

Computed Mean on the Integrating Christian

Values in the Classroom Grade School Teachers
with Respect to Truth, Justice, and Love

52

Significant Difference on the Integrating of

Christian Values in the Classroom with respect
to Truth, Justice, and Love

54

List Of Figure

Figure
1

Conceptual Models Showing in Integrating

Christian Values in the Classroom Grade School
Teachers at Cainta Catholic College: An Assessment

19

CHAPTER 1
10

THE PROBLEM AND ITS SETTING

Introduction
Education is a very important basic foundation in nation building. The future
depends on the young and how the Filipino Youth are educated will determine the
Philippines tomorrow. Almost complicating behavioral pattern and changing cultural
values individual are sometimes confronted with a variety of

situation that they

themselves cannot cope up with most young people they try to research for their identity
as individuals. Supportive of the nation is Article XIV section 2 of the Philippine
Constitution of 1987 which states that :

They shall inculcate patriotism and nationalism, foster

love of humanity, respect human rights, appreciation of the
role of national heroes in the historical development of the
country teach the rights and duties of citizenship, strengthen
ethical and spiritual values and develop moral character and
personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge and promote
vocational efficiency.
With the complexities of family life, when both parents have to work to support
the family the children are left alone by themselves. Parents sometimes do not realize
and understand their role in the development of their children. It is in the home where
the child learn the golden values which he needs as he grows. Values formation is very
important it guides children behavior and enable them to live a life that is pleasant and
meaningful. Values are not dictated upon children. Values formation can take place only
after they see and understand the implications of their choices. Values

11

to be inculcated in the minds of the children need to be clarified. Today every educator
is faced with the gigantic task of restricting th moral foundation of the society and
strengthening the Filipino family as the transmitter of the human values. As a beginner a
teacher is confronted with so many apprehensions about how be will get on with his
chosen career. A teacher is concerned with the instructional strategies he use so that
the students can actively learn. Besides a teacher is also a communicator, facilitator of
learner, an evaluator, a classroom manager, a counselor, a disciplinarian, a mentor, a
guidance and a surrogate parent.
Christian Values is apart and core of the school curriculum of all school it is a
process by which the faith and moral development are formed in the learner under the
guidance of the teacher as he/she interacts with his environment.
The study is being conducted to hold on the ideas of inculcating values to
students who have been victims of derailed beliefs and practices due to some exposure
to technology and negative environmental influence. Furthermore this study aims to
help parents rear their children with respect and dignity. That will serve as foundation in
facing the reality of life in a positive way and in a right tract to become a good and
sound citizen of tomorrow.

12

Background of the Study

Several studies and literature have revealed factors which affect moral of the
members of organization. Moral is of paramount importance to the success in any
human endeavor .it has been taken as an internal force within an individual leading him
to success or failure in his undertaking.
The role of the school policies with respect to integration can be discussed from
a school improvement perspective. In brief school improvement movement is a practice
and policy oriented approval to strengthening school capacity for change management,
(Creemers 2002). In contrast to school effectiveness, school improvement tries to find
out how schools can change in order to improve, whereas school effectiveness strongly.
Focused what is to be changed in school in order to become more effective. (Hulpia and
Valcke 2004) school is improvement is mainly concerned about the quality of change
with less attention of the level of pupil outcomes.
From the organization points of view moral is combination of perceived
productivity or progress toward the achievement of the tasks and perceived job
satisfaction of the individual needs through the interaction within his work group and
with total organization. The mission of the teachers education in the Philippines is to
prepare teachers imbued with deals, aspiration and traditions of Philippines life and
culture. Furthermore with his responsibility for the success or failure of the educational
institution and his accountability for the proper and lawful exercise of function of his
office and his subordinates as school administrators prefers to assume and does
everything himself in the belief that his is the safer strategy.

13

Moral as sociological term has been regarded by many in various perspective.

According to Sison(2002), moral is the mental attitude with make the individual perform
his job willingly, enthusiastically or poorly. It is an attitude, a state of mind, intangible but
manifested by workers manner and reactions to his job, his working condition the
groups policies and program. He enumerated other indicators of low moral to with (a).
frequent tardiness (b). complaints (c). sick levels (d). unjustified overtime (e). high turn
over (f). frequent violations or rules and regulations of the school (g).unsatisfactory
ratings in performance appraisal.
Moral is the emotional and mental reaction of the person to his job. It may be
high or low. A teacher may like his work and may believe that he is working with a fine
group of people in an excellent school system.
When the moral is high therefore discipline no longer becomes a problem the
administrator sets the climate for moral in the school. According to Griffith(2007) the
administrators is the key to the moral problem of students. According to small as
discussed by segumpan, teacher with low moral avoid making decision or accepting the
challenging responsibility because they believe that they may be wrong. Moral is closely
related to friendliness, absenteeism, which reflects low moral is also related to the spirit
of friendliness.
According

to

Hammond(2004),

identified

fifty-two

specific

incentives.

Administrators and teachers believed to be important. Among them are support of the
school system, working condition, benefits and salaries, personal and professional,

14

relationship, comfortable living, pleasant working treatment a sense of achievement,

feeling of importance a part in policy formulation and a feeling of a self respect.
According to Anderson (2005) started that moral affects the amount of work a
person does low moral cut down production, high moral increase it. If moral is high, a
staff will do his best to promote effective learning and will do a better job of guiding
children, if moral is law.
According to Amacio (2005) as observed by the teachers and the researcher
herself, the present generation is very different compared to the youth twenty years ago.
Many observed that children before were easier to discipline than todays youth.
Children before were more respectful, obedient, caring, and have fear for their parents
and teacher. The children before were easier to handle, they could give inspiration to
the inspiration to the teacher to improve their performance and be better teachers
because they look up to them as role model hence respect for elders, parents and
teachers can be very well observed. But now most students fight at once when teased
by classmates, showing no temperance, no long suffering. Weve observed some pupils
how they answer back their parents, showing disrecpect even in front of their teachers.
Some pupils utter words that are not supposed to come out from the mouth of innocent
children. Children should know young as they are that they ought to obey and love their
parents because it is pleasing unto the lord. (Col. 3:20) and this commandment honor
thy father and mother that thou may live long on the earth.

15

Theoretical Framework
This study was anchored on the moral development theory of Roehlkepartain
(2008) with its three core development process: awareness or awakening- becoming
aware of self, others and the universe that cultivate meaning and purpose,
interconnecting or belong belongingness- linking to narratives beliefs and traditions that
give meaning to human experiences across time, a way living expressing ones identity,
passion, values, creativity and practices that shape bonds with oneself, family,
community, the world, humanity which one believes as scared or transcendent. This
framework suggest that christian and moral development is a core developmental
process that occurs for all persons regardless of their religious or philosophical beliefs.
The study strongly agree that spiritual development has to be the core of developmental
process same with moral values, it undergoes a process before one can obtain values
that are pleasing to the eyes of God and man.
This study also believes in the philosophy of Education in Human Values
Educational Institution should make conscious efforts to make each child a good human
being. School can be it private or public should try to help children imbibe moral and
spiritual values. Education is meant for manifesting in full all the potentialities latent in
the individual. It is the total development of the child; the development of his Head,
Hand and Heart. To achieve this, the institution must provide opportunities for
developing self discipline, healthy associations and such habits of reading, studying
reciting as well as sublimate the childs growing mind, and will lay the foundation of a
firm faith in God, free from sectarian communal bias. Childrens exposure to Education
in Human Values results in full blossoming of the latent cultural and spiritual potential in

16

man. Character is the true end of education, leading the children to become well
balanced, moral and spiritual beings, who will dedicate themselves to the service of the
service of the nation and the world at large. According Froebel, the end education
should not be reason per se but rather the unfolding of the divine essence within the
child.
According to Kohlberg the interest is the moral development of children is how
they develop sense of right, wrong and justice. Observed that growing advance through
definite stages of moral development in a manner similar to their progression through
Piagets well known stages of cognitive development. His observation and testing on
children and adults led him to theorize that human beings progress consecutively from
one stage or going back to any previous stages.
Truth, Love and Justice represent the actualization the states and condition for
our thinking minds feelings hearts and choosing will. Human Development can be
explained and understand as the interaction and realization of these natures operating
through three basic faculties of mind, heart will that possess of capacities for developing
human potential, realized through the agency of truth, love and justice. When we judge
the value of any educational experience, endeavor or reform the standards of truth,
love, and justice and be used to its efficacy. True education involves valid knowledge
service and morality, expression of truth, love and justice.

17

Conceptual Framework
The conceptual framework consists of input-process-output variable frames. The
input variable reflects the profile of the respondents such as the underlying factors of
the respondents perceived. Which is the input, includes personal-related variables
which are the respondents profile consists of gender and educational attainment
needed in order to establish their background. It presents the process. It deals on the
development of chapters 1-3, construction of instrument, validation of instrument,
gathering data, interpretation of the findings. This is to validate and to determine the
Integrating Christian Values in the Classroom Grade School Teachers at Cainta Catholic
College: An Assessment. The output, it shows the Integrating Christian Values. The
arrow suggest the continues process on the development and validation of materials

18

Figure 1.1
INPUT

Profile Respondents

Age
Gender
Educational
Attainment
Length of
Service
Monthly
Income

Questionnaire about
Christian values in
the classroom of
grade 6 teachers;

Truth
Love
Justice

Process
Title Defense
Development
of chapters 1
to 3
Gathering of
Biblical
Verses and
related
Studies
Formulation of
Questionnaire
Validation of
the
Questionnaire

Survey
Questionnaire

Distribution of
the
Questionnaire
to the
Sampled
Respondents
Analysis and
Interpretation
of Data*
Development
of chapters 4
to 5

OUTPUT

Determined
integrated Christian
Values in the
Classroom of Grade
6 Teachers at Cainta
Catholic College: An
Assessment

FEEDBACK

19

Statement of the Problem

This study attempted to determine Integrating Christian Values in the Classroom of
Grade School Teachers at Cainta Catholic College: An Assessment
Specifically it answered the following questions;
1. What is Profile of the respondents in terms of
1.1 Age
1.2 Gender
1.3 Educational Attainment
1.4 Length of Service
1.5 Monthly Income
2. What are the Christian Values integrate by Grade 6 Teachers with respect to:
2.1 Truth
2.2 Justice
2.3 Love
3. Is there Significant Difference on integrating of Christian Values in the
Classroom with respect to:
3.1 Truth
3.2 Justice
3.3 Love

Hypothesis
There is no significance relationship integrating values education in class
discussion in observation in classroom. There is no significance can difference on the
integrating Christian values with respect to truth, justice and love. There is no significant

20

relationship on the Integrating Christian Values in the Classroom of Grade School

Teacher at Cainta Catholic College: An Assessment.
Scope and Delimitation.
This study concerned with the development of Integrating Christian Values in the
classroom of Grade School Teachers at Cainta Catholic College: An Assessment. It
involves all Values Education teacher from The CCC.
Significance Of The Study
This study is significant for the researcher because the firmly believe that this
can be a big help for both students and teachers as well as to the school to produce an
educated and authentic Christian. Finally for the researcher soon to be religious
educators, that they may prepare themselves to become effective religious educator
through better understanding to teaching strategies that works for the student.
This study of Integrating Christian Values in the Classroom of Grade School
Teachers at Cainta Catholic College. This is the importance factors to the following
section:

To Teacher:
This is the importance of a Values shapes our relationships, our behaviors, our
choices, and our sense of who we are. The more positive our values, the most positive

21

our actions. This is one of the reasons why values education is being taught or included
in both elementary and Secondary levels because it plays a great role for students'
becoming successful in their own choice of careers.
To Parents:
This study is importance of Religious faith was found to be one of the most
important things parents wanted their children to develop, but it was not rated as
important as the other qualities. "Obedience" ranked much higher in the list for
consistently conservative parents more than any other quality, following responsibility.
To Pupils:
This it is importance to study the moral value its because the moral values is
helping to improve the good behavior.
To School Administration:
This is importance to dedicated assist parents in the education of their children
and prepares its students to live a life centered in the Gospel and the teachings of the
Catholic Church, following Christian principles rooted in the Catholic tradition. The
faculty and staff are committed to promoting peace and justice by encouraging their
students to live prayerfully, morally and responsibly in a spirit of faith, hope and charity.
Catholic College incorporates the Gospel message in its program and includes the four
purposes of Catholic education: message, community, worship and service
Definition of Terms

22

Age refers to the period of human life, measured by years from birth, usually marked
by a certain stage or degree of mental or physical development and involving legal
responsibility and capacity.
Assessment refers to the evaluation or estimation of the nature, quality, or ability of
something.
Attitude

refers

to

the

influences an individual's choice of action,

and responses to challenges, incentives, and rewards.

Cainta Catholic College refers to coed catholic institution the pre school, primary,
secondary and tertiary.
Christian Values refers to a subject offered to all grade school teachers in Cainta
Catholic College.
Classroom is a room in which classes are held.
Educational Attainment

is a term commonly used by statisticians to refer to the

highest degree of education.

Faithfulness is the concept of unfailingly remaining loyal to someone or something and
putting that loyalty into consistent practice, regardless of extenuating circumstances.
Gender

is

the

range

of

characteristics

pertaining

to,

and

differentiating

between, masculinity and femininity.

Integrating generally means combining parts so that they work together or form a
whole.

23

Joy is our elated response to feelings of happiness, experiences of pleasure, and

awareness of abundance.
Justice is based on numerous fields, and many differing viewpoints and perspectives
including

the

concept

and

moral

correctness

based

on law, equity, ethics, rationality, religion, and fairness.

Love simple a certain special someone just accused us of not really loving them .
Length of Service is a duration of service.
Moral concerned with principle of rights and wrong behavior and goodness and
badness of Human Behavior.
Observation is the active acquisition of information from a primary source.
Respondents it refers to the grade school teacher of Cainta catholic College.
Students is a learner, or someone who attends an educational institution.
Teacher a person who teaches, especially in a school. It refers to one with teachers in
order to develop the learner mind, body and spirit towards attaining the desire goal.
Truth is most often used to mean being in accord with fact or reality
Understanding is a psychological process related to an abstract or physical object,
such as a person, situation, or message whereby one is able to think about it and
use concepts to deal adequately with that object.

24

Values Important and lasting beliefs or ideals shared by the members of a culture
about what is good or bad and desirable or undesirable. Values have major influence on
a person's behavior and attitude and serve as broad guidelines in all situations. Some
common business values are fairness, innovation and community involvement.

CHAPTER 2
Review of Related Literature and Study

25

Related Literature
Discusses conceptual and empirical issues concerning the relations between
moral reasoning and moral action. Two opposite views of the relations between moral
cognition and moral action are described; one is an essentially irrational view that
emphasizes need and action tendencies, while the other considers moral functioning as
essentially rational.
Teaching is a thoughtful activity, which mined underpinned by knowledge as well
as skill. A crucial aspect of this knowledge is a critical awareness of the range of
pedagogic possibilities and evidence about their outcomes. Such knowledge constitutes
a kind of professional literacy which allows teacher to take strategic view of classroom
decision- making based not only on their own experience but on the widest possible
range of evidence.
According Reynolds, Teddie, Hopkins, and String(2000) field argue that a
school improvement approach to educational change embodies the long-term goal of
establishing a self-renewing school. They stress the central role of the school level in
mediating change. A sufficient level of school autonomy, the development of school
policies and a collaborative school team seem to be positively related to school
improvement.
The highlights the importance of clear goals and systematic strategies to direct
educational change. Team development and professionalism of principals and teachers
are necessary conditions.

26

Values education have typically focused on two contrasting perspectives

commonly stylized as character education and cognitive development. Advocates of the
character education or more prescriptive approach primarily argue that schools should
play a more extensive role in the teaching of societal values and instilling values via
direct instruction, often using specifically-designed programs.
Cognitive-developmental theorists have argued that values or moral education
should be promoted through the development of reasoning, and hence advocate such
teaching methods as moral reasoning using moral dilemmas to develop students moral
judgments and values clarification.

27

Christian Values is peculiar in that the Christian faith can touch the entire range
of life and learning to which a Christian school exposes students. Integration of faith,
values, and learning can take place beyond the classroom According to Holmes a
community, be it family or church or college, is perhaps the single most powerful
influence in shaping a person's values. It is therefore of major importance that we shape
that community well.
Integration must extend from teacher to subjects. Educational experiences
offered. Classes are taught without any specific and common objectives in which all
collaborate. Although there may be general objectives, fragmentation occurs and
students suffer. As a result they develop a fragmented view of education, knowledge
and reality. school system has sought to do something about this fragmentation,
integrating in the curriculum values of dignity and solidarity, among others.
Truth, Love and Justice represent the actualization the states and condition for
our thinking minds feelings hearts and choosing will. Human Development can be
explained and understand as the interaction and realization of these natures operating
through three basic faculties of mind, heart will that possess of capacities for developing
human potential, realized through the agency of truth, love and justice. When we judge
the value of any educational experience, endeavor or reform the standards of truth,
love, and justice and be used to its efficacy. True education involves valid knowledge
service and morality, expression of truth, love and justice.

28

According to Goleman(1995) definition of emotional intelligence refers to a

feeling and its distinctive thoughts, psychological and biological states and range of
propensities to act these cognitive or affective and conative aspects affect and are
influenced by one another. The development of truth, love and justice is needed to help
create a healthier individual and society. These principles help develop well balanced
and healthy individuals, communities and institution.
Truth is defined as conformity to fact or actually a statement proven to be or
accepted true. It is related to sincerity, fidelity and to an original or standard. According
to Shaefer(2006) truth is that which is considered to be the supreme reality and have
that ultimate meaning and value of existence. The founder of the world religions have all
identified themselves as a source of truth, however their followers have interpreted
truths in ways that no longer conform with their intended meaning. These truth have to
be presented according to capacity, needs time and people for which they were
revealved.

29

Love is a force of attraction and in the physical realm manifest as the glue and
energy that holding all of creation together. It is a force for healthy individual and
collective development. According to Cahall (2005) the human person must love
everything in creation to its proper relationship to God. Love is a vital to any successful
educational endeavor. Love is related to affective domain which divided into five
hierarchical levels with several sublevels: receiving the showing awareness of love,
reacting and responding to love, valuing and developing a commitment to love,
operating within a system of values that relate to and accommodate love, showing
consistent pattern and framework of love.
Justice is a complex concept with legal, moral, social and spiritual implications.
A supreme reality often referred to as God or ultimate standard and foundation of
justice. It is defined as fairness or reasonable, especially in the way people are treated
or decision are made and as the quality of justness, righteousness, equitableness or
moral rightness. The principle of justice is the foundation of order and security in the
world.
Justice is closely tied to goodness equity and morality, Kohlberg theory of moral
development is based the hierarchical stage of understanding justice. It is perhaps the
most established and tested model in relationship to justice.
Christian Education is peculiar in that the Christian faith can touch the entire
range of life and learning to which a Christian school exposes students.
The Christian perspective aims to lead the student in a saving relationship with Christ.

30

According to White(2000) statements as : the work of education and the work

redemption is are one. According to Gaebelen(2005) integration is brining together of
the parts into the whole. In other words integration is needed in every aspect of the
school program with biblical word view.
There is no evidence suggested that there is a single best approach to a
teaching approaches will always need to be flexible both regard to need particular
classroom situation and the strength and preferences of individual teacher. However,
the nation of teaching strategies types of approaches supported by the evidence on
their consinquences provides a way in which research result can inform decision about
which strategies might be most fruitful in particular circumstances. Teaching is
thoughtful activity which most be under pinned by knowledge as well as skill. Such
knowledge constitutes a kind of professional literacy which allow teacher to take
strategic view of classroom decision making. The emphasis on strategies linked to
outcomes is the next context for the argument that teachers should uses strategies
flexibility.
Teachers are instrumental in bringing to the real world, men and women who will
do the right thing because it is right to do. All the end of the day, when teacher and the
school have done their best to educate the students, they all can say, Its all worth the
sacrifices.

31

Related Studies
Studies on the managerial system, or organizational and management practices
and their relationship to other variables have been conducted here in the Philippines.
Motivating people to work for a meaningful and satisfying tasks requires a relevant and
demanding job. According to Halstead and Taylor ( 2002) the word Values are defined
broadly as the principles and fundamental convictions which act as general guides to
behavior, the standards by which particular actions are judged as good or desirable.
Values education is broader and refers to any explicit and/or implicit school-based
activity to promote student understanding and knowledge of values, and to inculcate the
skills and dispositions of students so they can enact particular values as individuals and
as members of the wider community.

Synthesis
According Taylor(2002) notes that we still have only limited information about
how schools approach values education, how their provision supports their stated
values, why and how they choose certain curricular approaches and teaching
strategies, and what professional support is needed.
People are selfish yet morally motivated. Morality is universal, yet culturally
variable such apparent contradiction are dissolving are research from many disciplines
32

coverage on a few shared principles, including the importance, of moral institution, the
socially functional nature of moral thinking, and the co evolution of moral minds with
cultural practices and institution that create diverse moral communities. I propose a
fourth principle to guide future research. Morality is about more than harm and fairness.
More research is needed on the collective and religious parts of moral domain, as
loyalty, authority and spiritual purity.

33

CHAPTER 3
METHODOLOGY
Research Design
The research is a combination of a descriptive quantitative design. The
descriptive method is designed for the investigator to secure respondent to questions
that are factual and practices of which the respondents are presumed to have
knowledge.
The research is geared toward the fulfillment of a common goal that included
the acceptability of multimedia instructional in teaching. This descriptive design was
used as the method of research since at describe the nature of a prevailing conditions
and practices and seeks accurate description of activities, object, person and process.
This method believed to be the most appreciate in securing evidence about the present
condition of a group of person , class or events and may involved conduction , analysis
and measurement. This methods put emphasis on the present status of a certain
phenomena, describes a current situation or persons and process. The process in
general deals with what really is. This method was used because the study was
concerned with the analysis of the present condition that will lead to the identification of
weakness or problems and consequently find the appropriate solution.

34

Setting of the Study

Map of Cainta Catholc College.., A.Bonifacio Parola St., Cainta Rizal

The study teacher attitudes and its Integrating Christian Values in the Classroom
Grade School Teachers at Cainta Catholic College: An Assessment institution located at
a highly urbanized town of Cainta in the province of Rizal.
Cainta Catholic College envisions itself as a community of Christ faithful in
communion and mission and an instrument of the local church proclaiming the good
news of truth, justice and love, integrates faith and life to form human person and
thereby build a society of integrity of piece, thus its mission under the patronage of Our
Lady Of Light, Cainta Catholic College strives to becomes the preferred educational

35

institution and center of evangelization and religious formation of the Diocese of

Antipolo. In collaborative and committed community of faith, its offer learner centered
and technology enabled programs and services with religion at

the core, to form

competent and socially responsible human person who are faithful stewards of creation.
Subject of the Study
The respondents of this present study is 60 of the total population of Grade
School Teachers of CCC School Year 2014- 2015.The researcher conduct a survey to
grade school teacher. Thirty percent (30%) or 60 teacher out of the total population of
the respondents were be given the questionnaire. During the selection of the
respondents, the researcher distributed the questionnaire after asking the permission
from there there Grade School teachers.
Instrumentation
The researcher developed a questionnaire that helped them to collect the
needed data or information to answer the aim or purpose of the study.
Analyzing the need for a resource material
Deciding on the topic that should be included in the resource material.
Selecting the content for each unit..
Selecting practical activities and strategies.
Preparing the first draft of the resource material.
Presenting and organizing the resource material.
36

Evaluation the resource materials.

Validation
The study was conceptualized following the standard operating procedures It
started with the presentation of research title to the professor and after the approval of
the research title, the researcher started to gather references and read a lot of books
about Integrating Christian Values. After having gathered a good number of reference
materials, development of chapters 1-3 was done. During this phase, consultation with
research instructors was also done. The researcher developed a self-made
questionnaire checklist to be used as main instrument of this study. The instrument
composed of two parts wherein Part I is composed of the respondents profile
considered by the researcher while Part II deals with the main problem of the study.
Scoring of the answers to the items in Part II will be based on the assigned numerical
weight to the fourpoint scale follows:
4

Strongly Agree

Agree

Disagree

Strongly Disagree

In order to guarantee the truthfulness of the data collected for valid interpretation and
analysis, the instruments validity and reliability was obtained. After gathering the
comments of the experts, the instrument was finalized.
March 11, 2015 the researcher ask the permission to administer the instrument
to the teacher for the validation purposes to the school principal who is Mrs. Nenita
Villoria.

37

March 12, 2015 at 7am the researcher start their validation to the Grade School
Teachers they explain everything about the questionnaire.
After Validation, the researcher find out that the questionnaires are clear to
understand and easy to answer.

Procedure of the Study

The study was undertaken during the curriculum year 2014-2015 in CCC it
considered the following procedural steps. The researcher identified the problem,
common among the people today such as corruption, disrespect, immorality and having
known the root cause of all these weakness of man from the beginning. The letter
consent was given to the researcher adviser for approval and them to the
administrators for approval of the questionnaire to be given to the 60 teacher
respondent. Upon approval the letter of consent will be handed personally to the
teachers are respondents to their research paper.
After the letter have been given to the teacher respondent the researcher them
started the data gathering. After the data had been gathered. It will be submitted for
analysis and interpretation.

38

Statistic Data
Percentage this was utilized in reporting the people of the respondent specially on age
and gender.
Weighted Mean to answer questions number 2a and 2b weighted mean was used
below is the scale that was used.

Weight Mean
3.26- 4.00
2.51-3.25

Description Rating
Very Good rating instructional materials
Good average of multimedia instructional

1.76-2.50

materials.
For usage of multimedia instructional

The formula used was:

WA = Weighted Area
TW= Total Weight
N= Total Respondent.

Chapter 4
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
39

This chapter presents the analysis and interprets data gathered from Bachelor
in Elementary Education in Cainta Catholic College. The facts presented in the following
tables were based on the questionnaire answered by the 60 respondents retrieved by
the researcher.
Table 1 presents the frequency and percentage distribution on the profile of the
respondents in terms of gender age.
Table 1

Age
20 30
31 40
41 50
51 60
TOTAL

Frequency and Percentage Distribution

on the Profile of the Respondents
in Terms of Age
F
P
36
60
18
30
4
6.7
2
3.3
60
100

Table 1. presents the frequency and percentage distribution on the profile of

the respondents of Bachelor in Elementary Education in Cainta Catholic College in
terms of age. There are 36 respondents of ages to 20 to 30 with 60 percent, 18
respondents on ages 31 to 40 with 30 percent, 4 respondents on ages 41 to 50 with 6.7
percent, 2 respondents on ages 51 to 60 with 3.3 percent are collected for the analysis
of truth, love and justice of Bachelor in Elementary Education in Cainta Catholic College
The mental abilities tends to declines in adulthood is a universal phenomenon.
Age included changes to mental ability levels are similar for both men and women.

40

According to Marie and Mustafa (2009).The concept classroom discipline point

to the learners behavior discipline according to the followed systems and rules which
facilitate the process of the classroom interaction towards achieving the planned goals.
This implies that the majority of the respondents are in ideal age for teaching
by conducting their Pre-Service in teaching profession.

Table 2 presents the frequency and percentage distribution on the profile of the
respondents in terms of Gender.

Gender
Male

Table 2
Frequency and Percentage Distribution
on the Profile of the Respondents
in Terms of Gender
F
P
5
8.3
41

Female
TOTAL

55
60

91.7
100

Table 2. presents the frequency and percentage distribution on the profile of the
respondents in terms of Gender. There are 5 male respondents with 8.3 percent and
55 female respondents with 74.55 percent of Bachelor in Elementary Education in
Cainta Catholic College.
Gender is an central criteria of understanding identity and it is a category used
by individual and groups to understand the biological, behavioral, sexual, socials and
symbolic differences between men and women in our society. Gender socialization
occurs at every stage of life.

Table 3. presents the frequency and percentage distribution on the profile of

the respondents in terms of Parents Educational Attainment..
Table 3
Frequency and Percentage Distribution on the
Profile of the Respondents in Terms
of Educational Attainment
Parents Educational
F
P
Attainment
Elementary Graduate
High School Graduate
College Graduate

60

100

42

College Undergraduate
TOTAL

60

100

Table 3. presents the frequency and percentage distribution on the profile of the
respondents in terms of Educational Attainment. There are 60 respondents with 100
percent graduate in Bachelor in Elementary Education in Cainta Catholic College.
Educational attainment has became an increasingly important determinant of life
course outcomes, including employment, marriage and incarnation and in modern
societies, sociologist have long recognized that schooling functions as they primary non
familial, social institution responsible for socializing children and young adults to behave
in a conventional law.

Table 4 presents the frequency and percentage distribution on the profile of the
respondents in terms of Length of Service.
Table 4
Frequency and Percentage Distribution on
the Profile of the Respondents in
Terms of Length of Service
Length of Service
F
P

Rank

5 10 years

24

40

11 - 15 years
16 20 years
21 25 years
26 30 years
Other/specify
TOTAL

6
13

10
21.7

3
14
60

5
23.3
100

4
3
6
5
2

43

Table 4. presents the computed mean on frequency and percentage distribution

on the respondents in terms of length service. There are 24 respondent with 5 to 10
years with 40 percent, 6 respondent with 11 to 15 years with 10 percent, 13 respondent
with 16-20 years with 21.7 percent, 3 respondent with 26 to 30 years with 5 percent, 14
respondent with 23.3 percent of Bachelor Elementary Education in Cainta Catholic
College.
According Bastrick (2000), in his study revealed some gender differences on
teacher motivation. According Waseem (2003) revealed that there was no significant
difference in the overall work motivation of male and female teachers. However, male
teachers were found significantly better than their counterparts with respect to work
group relations and psychological work incentives. Further in his study a significant
difference in the overall work motivation of the five groups of teachers teaching different
disciplines. Teacher motivation naturally has to do with teacher's attitude to work. It has
to do with teachers' desire to participate in the pedagogical processes within the school
environment and his interest in student discipline and control particularly in the
classroom.

44

Table 5 presents the frequency and percentage distribution on the profile of the
respondents in terms of Monthly Family Income.
Table 5
Frequency and Percentage Distribution on
The Profile of the Respondents in
Terms Of Monthly Income
Monthly Income
F
P

Rank

9 999 below

29

48.3

10 000 14 999
15 000 19 999

31

51.7

1
4

20 000 24 999
25 000 below
TOTAL

4
4
60

100

Table 5. presents the computed mean on frequency and percentage

distribution on the profile of the respondents in terms of Monthly Family Income. There
are 29 respondent with 9.999 below with 48. 3 percent, 31 respondent with 10,000 to
14,999 with 51.7 percent in Bachelor Elementary Education in Cainta Catholic College.

45

Development related to early retirement , increased participation in education

increased demand for teachers due to changes in the curriculum are among those
factors mentioned. Among many underlying explaining factors may also be the level of
teachers salaries. It is sometimes assumed that development I teachers salaries have
been favorable than in other professions.
Table 6 presents the computed mean on the Christian values integrated by grade
6 teachers with respect to truth.
Table 6
Computed Mean on the Integrating Christian Values
in the Classroom Grade School Teachers
With Respect to Truth
Truth
Mean
VI
RANK

1. My school has been promoting Christian

Values education as a key item of the
school.

3.92

SA

2. It is an important teaching task to help

students enhance the understanding of
their country and national identity.

3.88

SA

2.5

3. It is effective to cultivate students moral

national qualities through implementing the
subject.

3.85

SA

4.5

4. The aim of Christian Values can cultivate

students positive values and attitudes and
their ability to differentiate the right from the
wrong.

3.88

SA

2.5

5. It can be effective cultivate students

moral and national qualities by the
integration of cognition, affection and
action.

3.85

SA

4.5

3.88

SA

Average

46

3.25 4.00 Strongly Agree(SA), 2.50 3.24 Agree(A), 1.75 2.49 Disagree(D), 1.00 1.74 Strongly Disagree (SD)

Table 6. present the computed mean on the Christian Values Integrated by Grade
6 Teachers with respect to Truth. It can be seen on the table that the first statement My
school has been promoting Christian Values education as a key item of the school
ranks the highest and got the highest mean of 3.92 and verbally interpreted as strongly
agree followed by statement number 3, It is effective to cultivate students moral
national qualities through implementing the subject. And the statement number 5, It
can be effective cultivate students moral and national qualities by the integration of
cognition, affection and action. Rank the lowest mean of 3.85 and verbally interpreted
as strongly agree.
Integration must take place in a different levels, teachers, subject, and beyond the
classroom. The teacher is the key element in the process of integration. Values are best
transmitted by the contagious example of the teacher. An educator that has genuine
Christian worldview will focus on a personal growth. He or she will be concerned with
integrating every subject with mission and goals of the institution.

47

Table 7 presents the computed mean on the Christian values integrated by grade
6 teachers with respect to justice.
Table 7
Computed Mean on the Integrating Christian Values
in the Classroom Grade School Teachers
With Respect to Justice
Justice
Mean
VI
RANK

1. I am concerned about having enough

time to organize myself each day.

3.76

SA

2. I would like to know what my superiors

think about my integration of faith and
learning.

3.63

SA

3. I would like to know how the integration

of faith and learning.

3.77

SA

4. I would like to know who makes the final

decisions to implement the integration of
faith and learning in my school.

3.72

SA

5. I would like to know what resources are

available if I decide to adopt the integration
of faith and learning.

3.68

SA

Average

3.71

SA

3.25 4.00 Strongly Agree(SA), 2.50 3.24 Agree(A), 1.75 2.49 Disagree(D), 1.00 1.74 Strongly Disagree (SD)

48

Table 7. present the computed mean on the Christian values integrated by grade
6 teachers with respect to justice. It can be seen on the table that the third statement I
would like to know how the integration of faith and learning ranks the highest and has
the highest mean of 3.77 and verbally interpreted as strongly agree. And the second
statement I would like to know what my superiors think about my integration of faith
and learning ranks the lowest and has lowest mean of 3.63 and verbally interpreted as
strongly agree.
Justice is closely tied to goodness, equality and moral. According to Kohlberg
moral development is based on hierarchical stages of understanding justice. It is
perhaps the most established and tested model on moral reasoning in relationship to
justice. He felt moral reason were primarily concerned with justice. Kohlberg worked
from Piaget cognitive-developmental approach which emphasized the application of
thinking skills to develop higher moral reasoning. Morality is thought to develop from pre
conventional, to conventional, post conventional, these three levels with two sub levels
each also give us another way to think about and determine our sense of justice.

49

Table 8 presents the computed mean on the Christian values integrated by grade
6 teachers with respect to love.
Table 8
Computed Mean on the Integrating Christian Values
In the Classroom Grade School Teachers
with Respect to Love
Love
Mean
VI
RANK

1. I love teaching of Christian Values to

my students.

3.85

SA

2. I appreciate teaching of Christian Value

to my students.

3.90

SA

3. I am concerned about having enough

time to organize myself each day.

3.73

SA

4.5

4. I am concerned about conflict of

interest between the integration of faith
and learning and my other
responsibilities.

3.73

SA

4.5

5. I am concerned about my ability to

manage what the integration of faith and
learning requires.

3.83

SA

3.81

SA

Average

3.25 4.00 Strongly Agree(SA), 2.50 3.24 Agree(A), 1.75 2.49 Disagree(D), 1.00 1.74 Strongly Disagree (SD)

Table 8 presents the computed mean on the Christian values integrated by

grade 6 teachers with respect to love.

It can be seen on the table that second

statement I appreciate teaching of Christian Value to my students ranks the highest

and has the highest mean of 3.90 and verbally interpreted as strongly agree. And the

50

third statement I am concerned about having enough time to organize myself each
day. And I am concerned about conflict of interest between the integration of faith and
learning and my other responsibilities. ranks the lowest and has lowest mean of 3.73
and verbally interpreted as strongly agree.
Love is vital potent releaser of hearts potentials. Loving relates to affect a feeling
or emotion as distinguished from cognition thought or action. In human interaction it is a
force for healthy individual and collective development. In relationship with physical,
mental, and spiritual entitles, ability our affective capacities. Expand transcend ever
higher and larger level of competencies.

51

Table 9 presents the composite table on the Christian values integrated by grade
6 teachers with respect to truth, justice, and love.
Table 9
Computed Mean on the Integrating Christian Values
In the Classroom Grade School Teachers with
Respect to Truth, Justice, and Love
Mean
VI
RANK

1. Truth

3.88

SA

2. Justice

3.71

SA

3. Love

3.81

SA

Average
3.25 4.00 Strongly Agree(SA), 2.50 3.24 Agree(A), 1.75 2.49 Disagree(D), 1.00 1.74 Strongly
Disagree (SD)

Table 9 presents Computed Mean on the Christian Values Integrated by Grade 6

Teachers with Respect to Truth, Justice, and Love. Truth is the first ranks and the
highest mean of 3.88 and verbally interpreted as strongly agree. Love is the second
ranks and the highest mean of 3.81 and verbally interpreted as strongly agree. Justice
is the third ranks and the highest mean 3.71 and verbally interpreted as strongly agree.
True, love and justice bring out the best in human nature. Because of our
varying personalities and background we socially psychologically, emotionally and

52

morally respond to and interpret different things and situation in diverse way, heavily
influence how and what we think, feel, choose and do.

53

Table 10 presents the significant difference on the integration of Christian Values

in the classroom with respect to truth, justice, and love.

Table 10
Significant Difference on the Integrating of
Christian Values in the Classroom
with respect to Truth, Justice,
and Love
Mea
Sd
F
P-value
H
n

VI

1. Truth

3.88

0.03

2. Justice

3.71

0.06

3. Love

3.81

0.08

10.27

0.002

Average

Table 10. presents the significant difference on Integration of Christian Values in

the Classroom of Grade School Teachers at Cainta Catholic College: An Assessment
with respect to Truth, Justice, and Love.
Based on the rejected hypothesis, there is a significant difference on Integrating
of Christian Values in the classroom of Grade School Teachers at Cainta Catholic
College with respect to Truth, Justice and Love.

Chapter 5

54

Summary, Conclusions and Recommendations

Summary of Findings
This study aims to find the Integrating of Christian Values in the Classroom of
Grade School Teachers at Cainta Catholic College: An Assessment in terms of Truth,
Love and Justice. It sights to determine the demographic profile terms of age, gender,
education attainment, length of service and monthly income with respect to the following
variables: truth, love justice and love is there a significant difference on integrating of
Christian Values in the Classroom with respect to: truth, love and justice
This study adapted the descriptive method of research. A total 60 respondents of
Bachelor in Elementary Education were the subject of the study. The information
pertaining to identified problems were collected through the survey questionnaire
answered by the respondents. The data were analyzed using descriptive statistics such
as anova.

1. Of the 60 respondents of Bachelor in Elementary Education in Cainta Catholic

College 60 percent were 20-30 years old, 30 percent were 31-40 years old, 6.7
percent were 41-50 years old and 3.3 percent were 51-60 years old.
2. There were 8.3 percent of male respondents and 91.7 percent of female
respondents making up the total number of the subject of the study
3. 100% of 60 respondents graduated in College.
4. Of the 60 respondents of Bachelor in Elementary Education in Cainta Catholic
College 40 percent were 5-10 years length of service, 10 percent were 11-15

55

years length of service, 21.7 percent were 16-20 years of service, 5 percent were
26-30 years of service and 23.3 percent were other specify.
5. There were 48.3 percent of 9,999 below monthly income

and 51.7 percent

10,000- 14,999 monthly income.

6. The errors were classified according to truth, justice and love. Integrating
Christian Values in Class Discussion among Grade 6 Teachers at Cainta Catholic
College: An Assessment has a significant difference in terms of truth justice and
love.
Conclusions
Based on the gathered data the following contributes to Integrating Christian
Values in the classroom.
1. There is no significant difference on the Integrating Christian Values in the
Classroom of Grade 6 Teachers at Cainta Catholic College: An Assessment in
terms of age, gender, educational attainment, length of service and monthly
income.
2. The aim of Christian Values can cultivate students positive values and attitudes,
and their ability to differentiate the right from the wrong.
3. There is a significant difference on Integrating of Christian Values in the
classroom of Grade 6 Teachers at Cainta Catholic College with respect to Truth,
Justice and Love.
4. The private school administration in Cainta Catholic College give the teaching of
Christian Values system enough or adequate support needed in order to benefit
the students.
5. Though some teacher especially the experienced one had assessed themselves
to be very adequate in some aspects related to planning instruction there is need

56

for many of them to improve their many of them to improve their method of
assessing instruction the transfer of learning of Christian Values is better
facilitated through oral discussion.
6. The present set up give very minimal time to value education.
7. The teacher must have a mastery of the subject and he/she uses teaching
strategies that challenge the learner to use their intellect skill and appitude.
8. It takes a lot of courage, patience and perseverance to become an effective
teacher in Christian Values. One of the best thing teachers do is he/she used
teaching strategies that more on students centered so that the boredom of the
lesson can be overcome and he/she best to become a good Christian Values to
their students.
Recommendations
From the obtained results, the following recommendations are given to Teachers,
Administrators, Parents and Students :
1. Continue to look after the welfare of the pupils.
2. Encourage pupils to do good things at all times.
3. Always integrate Christian Values such as truth, love and justice in assessing the
4.
5.
6.
7.
8.
9.

pupils.
Encourage the students to make choices and make them freely.
Help them discover and examine alternatives when faced with choices.
Help them weigh alternatives, reflecting on the consequences of each choice.
Encourage them to consider what they cherish.
Give them opportunities to make public affirmations of their choices.
Encourage them to act in accordance with their choices.

10. Help them to examine repeated behavior patterns in their lives.

57

Action Plan
June to March 2015-2016
Objectives
Pupils will:
-Examine
the culturally
acceptable
ways of
expressing
truth, justice
and love in
different
social
contents:
-With the
family, at
school,
within

Strategies
-exchange
gifts.
-support for
the needy.
-debates/
discussioin.

Time Frame
-Morning
Assembly.
-counselling
-Games/
sports

Personal
Involved
-Teachers
-Guidance
Councelor
-Principal

Expected
outcomes
-Are
prepared to
practice the
principles of
healthy
moral family
living.

Performanc
e Indicators
80% help to
oneself to be
broad
minded of
students.
Make it a
SMART

-understand
the work has
dignity as
expression
of the nature
of God.

80% change
the behavior
of students

-Parents

-lovesongs.

-Religion
Occasion

-saying
proverbs.

-Form
Periods

-religious
and love.

-Community
support

-Faculty
-Students

-Are

80%
participation
rate of
students and

58

religious
love of
country.

-activities
that depict
love.

-Identify the
things one
-hugs,
can give to
kisses, open
show truth,
mind,
justice and
love e.g.,
Flower
cards saying
poems etc.
-Explore the
ways in
truth, justice
and love
can
degenerate
into
obsession
or
possession
and
jealousy.

committed to parents in
life long
many
learning
occasions.
-have the
skill question
solve the
problem
make wise
decision and
higher order
thinking
skills.

80% help
yourself to
reflect the
real talent.

-appreciate
literature
and the arts
and
understand
how they
express and
shape their
beliefs and
values.
- Respect,
and relate
appropriatel
y with
integrity and
confidence
to the
people with
whom they
work, play,
and live.

59

-Learning
that truth,
justice and
love.

BIBLIOGRAPHY

-Proposed Instructional Material in Values Education.

By: Myrna B. Gaza
-The moral of Public Elementary School Administration in the Division of Laguna
By: Rosa Geronimo
-Values Book in Elementary Library and High School Library
-Holy Bible (English Version)
-The New American Bible

60

-Integrating Christian Values and Learning in the teaching of all Subject

By Elizabeth Mendoza
-Principles and Methods of Effective Teaching Manila: National Book Store 1990
By Guadencio V, Aquino
-Strategies for Effective Teahing Harper Collins Publishiers Inc@ 1995
By Allan C. Orstein.

http://www.valueseducation.edu.au/verve/_resources/VES_Final_Report14Nov.pdf
http://debunkingchristianity.blogspot.com/2013/09/on-god-and-objective-moral-valuesone.html
http://ict.aiias.edu/vol_08/08cc_017-031.htm
http://www.academia.edu/314661/Value_and_VisionBased_Methodlogy_In_Integrated_Design
http://www.academia.edu/8738461/Literature_Review_for_the_Integration_of_Faith_an
d_Learning
http://www.academia.edu/7889750/INTEGRATING_CHRISTIAN_VALUES_AND_LEAR
NING_IN_THE_TEACHING_OF_MATHEMATICS
https://rodclarken.files.wordpress.com/2011/04/truth-love-and-justice-a-new-paradigmfor-education-and-its-reform-11-12-ebook.pdf

61

APENDICES

Cainta Catholic College

Cainta, Rizal

March 11, 2015

Mrs. Nenita Villoria

62

Grade School Principal

Madam,
The undersigned student of the institution taking up Bachelor in Elementary Education
would like to solicit permission in reference to the data needed for my future thesis
Integrating Christian Values in the Classroom Grade School Teachers at Cainta
Catholic College : An Assessment.
In connection with this, may I request your good office to allow me to conduct survey for
the Grade School Teacher in this school as my respondents.
Anticipating your utmost support and approval in this matter.

Thank you,
Julie Francis B. Gelle
Student
Cainta Catholic College
Cainta, Rizal

Certification of Content Validation

63

This is to certify the research instrument such as questionnaire checklist and

interview questionnaire used by the researcher, Julie Francis B. Gelle , conducted a
study entitled, Integrating Christian Values in the Classroom Grade School
Teachers at Cainta Catholic College: An Assessment, have been validated by the
following experts:

Dra. Emelita O Torayno

Research Adviser
Mrs. Marilou Valencia
Vice President
Mrs., Nenita Villoria
Elementary Principal

Cainta Catholic College

Cainta Rizal
S.Y. 2014-2015
Survey Questionnaire
Dear Respondent,
The researcher is currently conducting a study entitled Integrating Christian Moral
Values in The Classroom of Grade School Teachers at Cainta Catholic College: An Assessment.

64

Please answer the following items honestly and do not leave any items unanswered for its might
affect the result of my study. You cooperation is nearby gratefully acknowledged.
Very truly yours,
Julie Francis B. Gelle
Direction: Please answer the needed information by putting check ( / ) in the space provided.
Age:_______
Gender:
Female____
Male______
Education Attainment
Elementary:______
High School:_____
College Graduate:_________
College UnderGraduate:____

Course________________________
______________________________

Length Of Service:
5-10 years______
10-15years_____
15-20years_____
25-30years_____
Other Specify _____
Monthly Income
9,999- below ____ 10,000-14,999 ____ 15,000-19,999 ____
20,000-24,999____25,000____above____

65

Direction
Please answer the following question by checking ( / ) the corresponding boxes.
Legend:

4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Agree

Questions:
Truth
1. My school has been

2.

3.

4.

5.

promoting Christian
Values education as
a key item of the
school.
It is an important
teaching task to help
students enhance
the understanding of
their country and
national identity
It is effective to
cultivate students
moral and national
qualities through
implementing the
subject.
The aim of Christian
Values can cultivate
students positive
values and attitudes,
and their ability to
differentiate the
right from the
wrong.
It can be effective to
cultivate students
moral and national
qualities by the
integration of cognition,
affection and action.

Justice

Strongly
Agree

Agree

Disagree

Strongly
Disagree

1. I am concerned about
having enough time to
organize myself each
day.
2. I would like to know
what my superiors think
about my integration of
faith and learning.
3. I would like to know
how the integration of
faith and learning
affects students.
4.

I would like to know who

makes the final decisions
to implement the
integration of faith and
learning in my school.

I would like to know

what resources are
available if I decide to
adopt the integration of
faith and learning.
LOVE
1. I love teaching of
Christian Values to my
students
5.

2. I appreciate teaching of
Christian Value to my
student
3. I am concerned about
having enough time to
organize myself each
day.
4. I am concerned about
conflict of interest
between the integration
of faith and learning
and my
other responsibilities.
5. I am concerned about
my ability to manage
what the integration of
faith and learning
requires.

Curriculum Vitae
Julie Francis B. Gelle
024 A. Cortez St., Brgy Dolores Taytay, Rizal
Contact # 09275298345/ 09196764509
juliejelle@yahoo.com

OBJECTIVE:
To pursue a career in a regular company that will provide personal and professional
growth and acquire position in an organization that will benefit from my initiative,
capabilities and skills.

Personal Data
Sex:

Female

Age:

23 year old

Birthday:

September 5, 1990

Birthplace:

Taytay, Rizal

Height:

53

Status:

Single

Nationality:

Filipino

Religion:

Catholic

Father:

Nonilon V. Gelle

Occupation

Decease

Mother:

Gloria Borja Gelle

Occupation:

Retired Teacher

Educational Background

Primary
Dolores Elementary School
Year 2003
Secondary
Juan Sumulong Memorial Junior College
Year 2007
College
Cainta Catholic College
Undergraduate
Year 2012

My Experience

Leader of Samahang Munting Kabataan.

Choir in St. John Baptist Taytay, Rizal
Teaching Catechist ( every summer)

ATTENDED SEMINAR

Seminar, Workshop and Professional Training Attended

Title
Managing the K 12 Transition through the Seven
Mastery Skill of Learning

Venue
CCC

Ms. Marilyn S. Segubience

College
CCC

To be or Not to be...Thats the Questions a

Seminar/Workshop on the Art of Questioning
Mrs. Marilou A. Valencia
Education for Juan, Education for All Enlightening the
Mind of the Filipino People
Dr. Joel C. Javiniar Ph.D
K 12 Assessment: Paving the Way of a Brigther
Future
Mrs. Rufina C. Niones

Date
May 6,2015

LRC
May 7, 2015

LRC
College
CCC

May 11,2015

LRC
College
CCC

May 12, 2015

LRC

Evaluating Students Progress through Portfolio

College
CCC

Mrs. Connie A Madrid

LRC

Revisiting the 4As in Lesson Planning

College
CCC

Conducted at Cainta Catholic College

LRC

Mrs. Lerma S. Fernandez

Prelude to Modern Education

College
CCC

Mrs. Lerma S. Fernandez

LRC

Good Governance in Empowering Students

College
CCC

Mr. Don Mallari

LRC

Outcome Based Curriculum

College
CCC

Mrs. Marcela J. Leus Ed.D

Function

May 13, 2015

May 14, 2015

May 15, 2015

May 18, 2015

July 25, 2015

P.E.S.O: Career Guidance and Couching

Room
CCC

Mr. Nommel M. Galit

LRC

Omans College Education: Learning and Insight

Elementary
CCC

Mr. Kendrick T. Pangilinan

LRC

August 14, 2015

August 26, 2015