Enhancing Social Readiness Through Values Reformation

AUTHOR(S)

Marissa A. Canastra

ABSTRACT

This paper determined the social readiness through values reformation among Grade 9 Junior High School students in Dumalogdog National High School. It specifically described the following topics: 1.) Profile of the student-respondents in terms of gender, level of values development as to generosity, aesthetic sense, open-mindedness and initiative; 2) Teachers and students’ perception on the level of values development and their level of social readiness of the students as to friendliness, cooperation, leadership, and responsibility; 3) The significant relationship between values reformation of Grade 9 JHS students and their level of social readiness.
The descriptive survey method was used where 21 teachers and 92 Grade 9 JHS students who served as respondents of the study.
The main statistical tools used were the frequency count, mean computation, t-test and Pearson r Product Moment Coefficient of Correlation.
The significant findings are as follows: 1) Majority of the teacher and student respondents were female; 2) No significant difference existed between the teachers and students’ perceived level of values development; 3) There is a significant relationship between values reformation and social readiness among the grade 9 Junior HS students. Based on the findings of the study, it is concluded that values reformation has a great relativity with social readiness among grade 9 JHS. The more values they manifest, the more socially-ready they are.
The researcher recommends that school officials establish a closer partnership between home and school to provide meaningful learning experiences among these adolescents. A seminar-workshop on enhancing social readiness through values reformation among students, teachers, parents, and community representative towards a cohesive reformation of values integration and development of social readiness among adolescents in school, home and community.