Exploring Adolescent Values Development: Basis for A Proposed Program Intervention for Values Education
DOI:
https://doi.org/10.65339/ijsair.V2.I2.290Keywords:
Adolescent Values Development, DepEd Core Values, Makabansa, Makakalikasan, Makatao, Maka-Diyos, MATATAG Curriculum, Values EducationAbstract
This study examined the internalized and practiced values of Filipino adolescents in relation to the DepEd core values—Maka-Diyos, Makatao, Makakalikasan, and Makabansa—within the context of the MATATAG Curriculum. Grounded in Bandura’s Social Learning Theory, Kolb’s Experiential Learning Theory, Bronfenbrenner’s Ecological Systems Theory, Value Theory, and Virtue Theory, the research explored how values are formed and manifested among learners. A descriptive-comparative research design was employed, involving 377 junior and senior high school students from public secondary schools in the Schools Division Office of Isabela, along with parents, teachers, and administrators for qualitative insights. Data were gathered using a validated survey questionnaire (Cronbach’s Alpha = .937) and semi-structured interviews, and analyzed through descriptive and inferential statistics alongside thematic analysis. Findings revealed that Filipino adolescents demonstrate high internalization of all four core values but exhibit consistently low levels of actual practice. Significant differences were found between internalized and practiced values across all domains, indicating a persistent value–action gap. This gap is influenced by peer dynamics, environmental pressures, digital exposure, and limited experiential opportunities, as well as inconsistent reinforcement across school, family, and community contexts. While demographic variables such as gender and grade level showed minimal influence, contextual and socio-ecological factors played a more significant role in shaping behavior. The study concludes that values education under the MATATAG Curriculum is effective in promoting awareness but insufficient in ensuring consistent behavioral application. It recommends strengthening experiential, participatory, and context-based approaches, including community engagement, family-school collaboration, and integration of digital citizenship. This study supports SDG 4 (Quality Education) by enhancing values-based education and SDG 11 (Sustainable Cities and Communities) through the promotion of social responsibility and civic engagement. It contributes to sustainability by fostering ethical, socially responsible, and environmentally aware individuals, thereby supporting long-term community and institutional development.
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