Values Education and Its Influence on Learners’ Behavior and Attitudes at Eliseo C. Ronquillo Sr. Memorial National High School

Authors

  • Reymon Panginen Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v1i4.36

Keywords:

Values Education, Learner Behavior, Learner Attitudes, Character Education, Qualitative Study, Secondary Education

Abstract

Values Education is intended to strengthen learners’ moral reasoning, prosocial behavior, and positive attitudes toward self, others, and community. However, the extent to which values lessons translate into observable classroom behavior and day-to-day attitudes remains uneven across school contexts. This qualitative descriptive study examined how Values Education influences learners’ behavior and attitudes at Eliseo C. Ronquillo Sr. Memorial National High School. Semi-structured interviews and focus group discussions were conducted with Values Education teachers and junior high school learners. Data were analyzed through thematic analysis to identify recurring patterns regarding values instruction, behavioral change, and enabling or constraining conditions. Findings yielded four themes: (1) values instruction as a guide for self-regulation and respectful conduct, (2) modeling and consistent reinforcement as drivers of behavioral internalization, (3) reflective and dialogic activities as mechanisms for attitude formation, and (4) contextual pressures that weaken sustained practice of values. Learners reported improvements in respect, cooperation, and classroom discipline, while teachers emphasized that authentic modeling and a supportive classroom climate strengthen values transfer. Challenges included peer influence, limited time for values integration, and inconsistency between school and home reinforcement. The study concludes that Values Education can positively influence behavior and attitudes when delivered through participatory strategies, teacher modeling, and school-wide consistency. Implications highlight the need for strengthened whole-school approaches, teacher capacity-building, and structured opportunities for reflection and application

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Published

2026-03-31

Issue

Vol. 1 No. 4 (2025): Studies in Interdisciplinary Horizons

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Articles

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