CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

The moral education of children is one of the school's oldest missions and one of

its newest fads. As early as the time of the Greek philosophers, educators felt that one

purpose of education was to develop citizens who would be capable of making good moral

decisions.

With the advent of industrialization and new technology, family and religious ties

were broken and new values began to take the place of old ones. Although moral

education remained very much a part of the 19 th century schools, the educators almost

always stressed their opportunities to influence moral behaviour by directly affecting the

individual's emotions and will rather than by developing reasoning faculties. Led by John

Dewey, education at the beginning of the 20th century made a concerted attempt to link

moral education with the intellectual or academic purposes of the school. At the same

time, however, their ideas of cultural relativism and a supposed scientific objectivity are

also interfered by the moral development taking place at home. The student is then a

product of how he was reaised at home and how he is shaped in school.

This study aims to identify how the moral development and moral education

impacts the educational attainment of a child in school.

pg. 1
1.2 Theoretical Framework

This research implores the theory of Lawrence Kohlberg known as the Theory on Moral

development which is composed of six stages. These six stages into three, higher-order

levels of development: 1) the Pre-Conventional Level, 2) the Conventional Level, and 3)

the Post-Conventional or Principled Level. Each level is then further sub-divided into two

stages to make a total of six stages. The Pre-Conventional Level includes: a) stage one,

the punishment and obedience orientation, and b) stage two, the instrumental purpose

orientation. The Conventional Level includes: a) stage three, the morality of interpersonal

cooperation, and b) stage four, the social-order-maintaining orientation. The Post-

Conventional Level includes a) stage five, the social-contract orientation, and b) stage

six, the universal ethical principle orientation. This study focuses on the particular stages

of moral development associated with adolescent development. Therefore, the

discussion begins with stage three, the morality of interpersonal cooperation, within the

Conventional Level of moral reasoning. According to Kohlberg's theory, moral

development proceeds in a linear, step-wise fashion; i.e., moral development proceeds

gradually from one stage to the next, in a predictable, ordered sequence. Although

Kohlberg recognized each child progressed through these stages at different rates, and

acknowledged that some youth may never reach the highest stages, his theory does not

account for regression back to former, previously mastered stages as do some other

developmental theorists (such as Marcia's identity development theory).

Kohlberg believed that by early adolescence most youth have reached the mid-level of

moral reasoning called the Conventional Level. At this level, morality is determined by

pg. 2
social norms; i.e., morality is determined by the rules and social conventions that are

explicitly or implicitly agreed upon by a group of people. These rules and customs function

to serve to the best interests of the group's majority, while simultaneously providing a

structure that maintains social order and limits discord among group members.

The Conventional Level is further subdivided into stage three and stage four. Stage three

is called the morality of interpersonal cooperation. At stage three, moral decisions are

made by anticipating how a moral decision would be judged by other influential group

members. Because youth at this stage wish to be considered a good person and judged

in a favorable light, their moral decisions will be based on whether or not their decisions

would win the approval of those people whose opinions matter to them.

1.2.2 Paradigm of the Study

Input Process Output

pg. 3
 1. Profile of the
respondents in terms
of the following:
a. Gender
b. Age
c. Religion
2. What is the result of
the morality test?
3. Is there a significant
difference on the result Development
of the morality test Survey Form of Personality
based on Kohlberg) Tabulation analysis Enhancement
when they are grouped and interpretation of Program for 4th
accordingly? data gathered Year BEED
4. Is there a relationship Students
between the profile
and morality test?
5. Based on the findings
of the study, what
contribution can the
research provide?

Fig. 1.1 Paradigm of the Study

1.2.2 Conceptual Framework

pg. 4
 Lawrence Kohlberg's stages of moral development constitute an adaptation of a

psychological theory originally conceived by the Swiss psychologist Jean Piaget.

Kohlberg began work on this topic while a psychology graduate student at the University

of Chicago in 1958 and expanded upon the theory throughout his life.

The theory holds that moral reasoning, the basis for ethical behavior, has six

identifiable developmental stages, each more adequate at responding to moral dilemmas

than its predecessor. Kohlberg followed the development of moral judgment far beyond

the ages studied earlier by Piaget who also claimed that logic and morality develop

through constructive stages. Expanding on Piaget's work, Kohlberg determined that the

process of moral development was principally concerned with justice, and that it

continued throughout the individual's lifetime, a notion that spawned dialogue on the

philosophical implications of such research.

The six stages of moral development are grouped into three levels of morality: pre-

conventional, conventional, and post-conventional morality.

For his studies, Kohlberg relied on stories such as the Heinz dilemma, and was

interested in how individuals would justify their actions if placed in similar moral dilemmas.

He then analyzed the form of moral reasoning displayed, rather than its conclusion,and

classified it as belonging to one of six distinct stages.

There have been critiques of the theory from several perspectives. Arguments

include that it emphasizes justice to the exclusion of other moral values, such as caring;

that there is such an overlap between stages that they should more properly be regarded

pg. 5
as separate domains; or that evaluations of the reasons for moral choices are mostly post

hoc rationalizations (by both decision makers and psychologists) of essentially intuitive

decisions.

Nevertheless, an entirely new field within psychology was created as a direct result

of Kohlberg's theory, and according to Haggbloom et al.'s study of the most eminent

psychologists of the 20th century, Kohlberg was the 16th most frequently cited in

introductory psychology textbooks throughout the century, as well as the 30th most

eminent overall.

Kohlberg's scale is about how people justify behaviors and his stages are not a

method of ranking how moral someone's behavior is. There should, however, be a

correlation between how someone scores on the scale and how they behave, and the

general hypothesis is that moral behaviour is more responsible, consistent and

predictable from people at higher levels.

Statement of the Problem

pg. 6
 This study determines the problems encountered by BEED students during

their practice teaching;

1. What is the profile of the respondents in terms of the following:?

a. Gender

b. Age

c. Religion

2. What is the result of the morality test?

3. Is there a significant difference on the result of the morality test based on Kohlberg)

when they are grouped accordingly?

4. Is there a relationship between the profile and morality test?

5. Based on the findings of the study, what contribution can the research provide?

1.3 Scope and Delimitation

The study is aimed in identifying the level of moral development through the

administration of the Morality test to the Senior BEED Students of Western Colleges for

AY 2018-2019. It will focus on distributing and tabulating results from the established

morality test which the research adopted as research instrument.

Significance of the Study

pg. 7
 The result of this study will be significant to the following:

To the Education Students- The results of the study will provide an analysis

of their level of morality as based on the established Morality test.

To the Western Colleges Inc.Teachers- The study will provide results which

can serve as a basis for them to improve their teaching strategies and provide

emphasis on the gaps or strong points that they are currently administering to their

students in terms of moral education

To the Researcher- This study will serve as reference that will supply

knowledge and awareness about the topic.

pg. 8
 CHAPTER III

METHODOLOGY

This chapter will discuss the research design, instrument, and research locale,

respondents, research procedure and statistical treatment used in the conduct of the

study.

3.1 Research Design

The researcher will utilize a descriptive form of research. Descriptive Research is

primarily exploratory research. It is used to gain an understanding of underlying

reasons, opinions, and motivations. It provides insights into the problem or helps to

develop ideas or hypotheses for potential quantitative research. Descriptive Research

is also used to uncover trends in thought and opinions, and dive deeper into the

problem. Qualitative data collection methods vary using unstructured or semi-

structured techniques. Some common methods include focus groups (group

discussions), individual interviews, and participation/observations. The sample size is

typically small, and respondents are selected to fulfil a given quota. In the case of the

study, this type of research best fits the description as it will uncover a trend on how

the moral development and moral education of a child can help him/her perform in

school. This research deemed it appropriate to adopt the descriptive research method

as it was aimed in analysing the results of an established Morality test by Lawrence

Kohlberg to describe the level of Moral development of the respondents.

3.2 Research Locale

pg. 9
 Many share the belief that providing access to a good education to the poor can

help them build a better life for themselves, and this is the main reason why Western

Colleges, Inc. was established. The school was founded by Atty. Mariano B. Villanueva

and was formerly known as Western Cavite Institute. Atty. Villanueva originally planned

on opening the school in Maragondon, Cavite, his hometown, in time for the school year

1942-43, but this did not materialize due to the outbreak of World War II on December 8,

1941.

Years passed but the dream remained in the heart of Atty. Villanueva. Having

married the former Consuelo E. Papa of Naic, Cavite, he became an adoptive child of the

town. He became concerned that there were no schools which offered high school nor

college level education in Naic. Together with Atty. Alfredo Guevarra and Dr. Conrado N.

Yuvienco, Atty. Villanueva decided to form a corporation with a capitalization of P50,000,

Western Cavite Institute or W.C.I. was born on May 17, 1945.

The house of the parents of stockholder and member of Board of Trustees Dr.

Angel Poblete in Balsahan St. in Naic served as the first location of W.C.I. After complying

with the requirements of the Bureau of Private Schools headed by Acting Director

Professor Sotero Sinco, W.C.I. became authorized to open its complete basic secondary

education program (first year to fourth year high school). W.C.I. was the first high school

to open in the Philippines after World War II. The pioneer members of the faculty included

Ernesto Mangahis as Principal, Enriqueta Mangahas as Librarian, Purification O.

Celestial as Language teacher, Rebecca C. Benitez as Music and English teacher,

Eusebio Nazareno, and Mrs. Gatchalian, among others.

pg. 10
 Due to the unexpected large number of enrollees, the Pioneer Board of Trustees,

Atty. Mariano B. Villanueva – President, Dr. Petronilo Torres – Vice President, Pio T.

Capili – Treasurer, Atty. Alfredo Guevarra – Secretary, Atty. Dionisio Guevarra – Adviser,

and Gabriel Nazareno, Maximino Nazareno Sr., Simeon Tanega, Dr. Severino Rillo, Dr.

Antonio Manalo, Adolfo Valenzuela, and Dr. Angel Poblete – Members, convened before

the end of June 1945 and discussed the possibility of moving the school to a larger site.

The Board chose the cockpit arena as the new location of W.C.I. and it is where the main

building remains to this day. The original owners of the arene agreed to sell the property

for the price of P16,000, which was a princely sum during those days. Doña Rosa Papa

vda. De Garcia offered financial help which enabled W.C.I. to convert the cockpit into a

dignified high school building the construction of which was under the supervision of

Ricardo Arenas and Vicente Diosomito.

Western Cavite Institute had its first graduation in March 1945. The first guest of

honor was Atty. Dewitt, an American school teacher assigned in Naic Elementary School.

The ceremony was held at the roof deck of Major Gregorio Jocson’s home in Rizal St.

Notable graduates included Eligia Mangahas-Gutierrez, Roberta Poblete and Diosa

Miguelino.

After the Holy Week of 1946, the Board of Trustees was called to submit the

proposal to open the College of Junior Normal, College of Education, and College of

Liberal Arts. Through the efforts and good public relations of Atty. Mariano B. Villanueva,

the application to offer these courses was approved for the school year 1946-47. Ernesto

Mangahis served as the first dean of the college department of W.C.I. while remaining as

the high school department’s principal. Owing to insufficient time to advertise the school’s

pg. 11
new offerings, only four students enrolled in the college department that first school year.

Juliana C. Stuart was one of these students. Ms. Stuart graduated from W.C.I. and

eventually became the District Supervisor of Alfonso Elementary School.

On June 21, 1947, W.C.I. held its second commencement exercises which

produced 19 high school graduates. W.C.I. continued its efforts to expand the school

population by establishing branches in Tanza, Binakayan, Maragondon, Amadeo, Bailen,

Indang, Ternate, Magallanes, Calumpang, and Malainen Luma. The first collegiate

branch to open outside of Naic was in the home of Mariano Figueroa in Tanza. Dr.

Januario Blancaflor served as its dean. The second branch was established at the

junction of Binakayan and Imus under the supervision of then District Supervisor of

Amadeo Elementary School Macario Foronda. The Indang branch was organized under

the supervision of Guadalupe de las Alas and Macario Gonzales. The Bailen branch was

created under the helm of Jose Salazar who also served as the principal of Bailen

Elementary School while Judge Aurelio Icasiano and Pedro de Ocampo spearheaded the

establishment of the Maragondon branch of W.C.I.

In 1950, just five years into its existence, W.C.I. changed its name to Western

Colleges and Sister Schools as a nod to the establishment of these other branches. It

was also in this year that the graduates of the high school and college departments of the

different branches of the institution were featured in the commencement exercises

souvenir program called “The Pioneers”. The student population continued to increase

and the school became renowned in the province of Cavite for nurturing students who

excelled in cultural meets, military and sports competitions. The principals of the different

branches of W.C.I. played a very important role in driving these efforts, including

pg. 12
Segundo P. Nazareno (Bailen), Pedro E. Papa (Indang), Napoleon Beratio (Magallanes),

Gregorio Rielo (Maragondon), and Erlinda Huerto (Ternate).

Despite these victories, Western Colleges met its share of challenges. Because of

these, the Board of Trustees approved the sale of its branches in the late 1970’s to

concentrate on the operation of the main branch in Naic. The proceeds of the sale were

used to acquire land in Latoria, Naic, construction of the new school building, renovation

of the main building, procurement of school equipment of school equipment, and

upgrading of existing school facilities.

When Atty. Mariano B. Villanueva passed away, Pio T. Capili stepped into his role as

president of Western Colleges, Inc. Under Mr. Capili’s leadership, W.C.I. continued to

produce graduates who excelled in the field of education and other disciplines as well.

After his demise, the management of the institution fell into the hands of his daughter Fe

N. Capili who served as Director and President of the Board of Trustees. She managed

the school together with Leonida Miranda, the former Registrar who upon her retirement

in 1995 was replaced by Corazon C. Pabiton. Dr. Stella Adanza retired, and the late Dr.

Raquel Mendoza was replaced by Dr. Mercedes Paraan as the Dean of Graduate

Studies.

There were many other changes and improvements during Ms. Capili’s

administration. Dr. Evangelino Nigoza became the Dean of the graduate school. Angelita

Dimayuga replaced the late Vicente Cuapiaco as the school’s accountant. Additional

programs were offered by the institution, including two-year Hotel and Restaurant

Management and Office Management with Computer courses, Bachelor in Elementary

pg. 13
Education, Bachelor of Science in Commerce which became Bachelor of Science in

Business Administration, and Master of Arts in Teaching Mathematics.

The school’s population continued to grow and this necessitated the construction

of a third floor in the main building to house the computer laboratory, MAED library,

secretarial room, and additional classrooms. An extension building was started in Latoria

in line with the Board of Trustees’ long term plan to transfer the high school department

there. Unfortunately, Ms. Capili died in 1997 before its completion. Atty. Prescila T.

Baylosis who was then the Vice President, took over the Presidency by rule of succession.

In order to continue the vision of the Board of Trustees, it engaged the service of

Rev. Fr. George Morales as director of W.C.I. who implemented new rules and policies

for the school. Dr. Ines S. Volante was appointed the Dean of the graduate school; Dr.

Eduardo Ventura as the Dean for Academic Affairs, Dr. Dolores Abad as the college dean

and Apolonio Alapan as the high school principal.

Fr. Morales had many plans for W.C.I. but in his second year as Director, on

October 23, 1998, a catastrophe struck. The existing building in Latoria which housed the

second and third year high school students of the school was razed by a fire. This left the

Western Colleges’ administration with no choice but to stop the on-going construction of

the new extension building and focus their attention on how the displaced high school

students could be accommodated in the school’s main building.

In 2000, Fr. George Morales resigned to give priority to his pastoral activities as

the parish priest of the Immaculate Conception Parish Church in Naic. He was replaced

pg. 14
by Dr. Teresita Maaño who became the school’s acting director. During that time, high

school principal Apolonio Alapan resigned and was replaced by Edna V. Ramirez, who

was in turn succeeded by Elvira B. Boneo upon her retirement.

In 2006, after a few years as acting director, Dr. Teresita Maaño had a severe

stroke and was advised to step down to get the rest she needed to facilitate her recovery.

W.C.I. was fortunate to find a new Dean of the College and Graduate School in the person

of Dr. Abner V. Pineda. He also became the first senior high school principal for W.C.I. in

the School Year 2016-17 when the institution became the first school in Cavite District 7

to offer all academic and technical tracks, which includes Science, Technology,

Engineering and Mathematics (STEM), Accountancy, Business and Management (ABM),

Humanities and Social Sciences (HUMSS), General Academic Strand (GAS), and

Technical-Vocational-Livelihood (TVL). Meanwhile, Mr. Darniell C. Balbuena who

succeeded Mrs. Elvira B. Boneo is currently serving as junior high school principal and

has played an active role in carrying out some of the school’s plans for expansion.

Because of this, the school’s NKP (Nursery, Kinder and Prep) is now ready to accept

enrollees for the School Year 2017-18. It is expected that W.C.I. would also be offering

elementary school in the coming years.

At present, the college department is seeing many changes and improvements.

New programs such as the Bachelor in Public Administration and Bachelor of Science in

Criminology has already received its government recognition while the Bachelor in Public

Administration is in the process of receiving its recognition soon.

pg. 15
 In view of its dedication to provide quality education to its students, W.C.I. has

continued to upgrade its facilities. The main building’s third floor currently houses fully air-

conditioned classrooms, Audio-Visual Room, and Speech Laboratory. All the rooms in

the first and second floors are also air-conditioned now and equipped with glass boards

and 57-inch LCD screens that can be used to project PowerPoint presentations for class

discussions. CCTV cameras have also been installed inside the building and industrial

fans provide ventilation in the multi-purpose hall for the comfort of students, staff and

visitors.

In Latoria, the campus stage a project of the Western Colleges Alumni Association

has been completed. The new two-storey building for the senior high school is already in

use. Construction of the administration building, Technical-Vocational-Livelihood strand

facilities, and bigger canteen is in full swing and is expected to be completed by the

School Year 2018-19, when the full operation of W.C.I. will be transferred to the Latoria

Campus.

With the new Board of Trustees headed by Atty. Prescila T. Baylosis – President,

Evelyn N. Estuar – Vice President, Nicasio D. Torres – Secretary / Auditor, Florencio B.

Nazareno, Elvira B. Nazareno, Atty. Rolando A. Velasco, Frederick T. Baylosis, Emma

Lara, and Melchora C. Capili. Western Colleges, Inc. is committed to prepare its students

to become globally competitive and excel in this fast changing world. May the Lord

Almighty continue to guide W.C.I. in its pursuit of excellence.

The researcher chose to conduct the study in the said institution due to its proximity and

accessibility to purposively sample a target population. Some colleges may not guarantee

pg. 16
complete attendance of its students especially during off-campus hours or during summer

vacation.

3.3 Respondents of the Study

The chosen population for the study were the 4 th Year Bachelor of Elementary

Education Students from Western Colleges Inc. for AY 2018-2019. The target population

is composed of ___ students who were chosen under universal sampling method.

3.4 Research Instrument

In order for the researchers to collect the data, the research adopted the use of an

established research instrument grounded on the theory of Lawrence Kohlberg which is

called the Morality test. The instrument also has its own procedure on how to compute

for the level or stages of moral development.

3.5 Data Gathering Procedure

First, the researcher sought for the approval of the Dean of Western Colleges Inc.,

for them to conduct the Morality test to the selected respondents. After the approval has

been granted, the researcher distributed the reproduced copy of the Morality Test forms

pg. 17
which included a self-scoring sheet to enable the respondents to identify their scores for

each of the identified level of moral development.

After collecting all the accomplished forms the data were tabulated and appropriate

statistical analysis was applied to generate conclusion and provide recommendation.

3.6 Statistical treatment of data

Data analysis refers to the process of determining the distribution of the

respondent under different categories that suggest the trends and priorities. Descriptive

statistics will be used in the statistical treatment of data.

In this study, it was used to demonstrate the demographic profile of the sampled

respondents and it will be used to answer problem number 1. It is computed as follows:

𝒇
P= x100
𝑵

Where P= computed percentage

f= frequency of response

N= Total number of Respondents

100= constant

3.6.1 Analysis of Variance (ANOVA)

To test of there is any significant differences in the perceived problem

encountered by teacher applicant and the profile of the respondents. This shall be used
to answer problem number 3. The formula is:

1. SSB= ∑ of all ssb-CF

pg. 18
Where:

SSB= “sum of the square between column”

Ssb= “squared sum of data divided by n”

CF= “correction factor that is equal to squared sum of all data divided by n”

2. SSW= TSS-SSB

Where:

SSW= “sum of the square within column”

TSS= “total sum of squares”

SSB= “sum of the square between column”

3. F= MSSb

MSSw

Where:

MSSb= “sum of squares between column that is equal to BSS divided by the degrees of
freedom between column”

MSSw= “sum of squares within column that is equal to WSS divided by the degrees of
freedom within column”

pg. 19
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analysis and interpretation of data gathered in the

determination of the effect of moral development and moral education to the educational

attainment of Grade 4-6 students of Academy One.

I. Profile of the Respondents

The profile of the respondents covered age and sex.

Table 1.

Profile of the Respondents

Civil

Age f % Sex F % Status F %

18-25 Male Single

26-32 Female Married

Total: 100 Total: 100 Total 100

pg. 20