Extent of Integration of Values Education in the Teaching of Grade VI Pupils in the Public Elementary Schools of District V, Division of Bacolod City
Keywords:
Curriculum integration, pupils, values educationAbstract
This study explored the extent to which values education is integrated into the teaching of Grade VI pupils in District V, Division of Bacolod City, focusing on moral, psychological, and social values. Using a descriptive research design, data were gathered from 30 Grade VI public school teachers across five schools through a validated and reliable 30-item questionnaire. Results revealed that teachers perceived a "very great extent" of values integration in their teaching practices, with an overall mean score of 4.52, indicating a strong presence of moral, psychological, and social values in the curriculum. Significant differences in integration levels emerged based on sex, age, educational attainment, and teaching experience, while civil status showed no effect—suggesting that personal and professional backgrounds influence how teachers incorporate values. Older, female, more experienced, and more educated teachers tended to integrate values more effectively. The study emphasizes the vital role of character education alongside academic instruction and recommends sustaining strong practices while addressing weaker areas. Suggested strategies include enhancing teacher-parent collaboration, monitoring student behavior, and offering targeted support for learners needing behavioral guidance. Further research is encouraged, especially in private schools or with additional variables, to broaden the understanding of values education across different educational settings.
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