Abstract
This study investigates the relationship between the institutionalization of the Department of Education's (DepEd) Good Manners and Right Conduct (GMRC) and pupils' academic performance, with a focus on the DepEd core values of Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa. Employing a descriptive-correlational research design, the study surveyed 122 Grade 6 pupils at Maigo Central Elementary School during the academic year 2023-2024. The research explored the extent of GMRC integration and its correlation with academic performance, measured by pupils' average grades. Findings indicate that GMRC values are generally well-institutionalized, with high levels of integration across the educational environment. Specifically, the value of Maka-tao, which emphasizes humaneness and respect, showed a significant moderate positive correlation with academic performance (r = 0.2825, p = 0.002). This suggests that fostering social and emotional learning, through values such as empathy and cooperation, can enhance academic outcomes. Conversely, the values of Maka-Diyos, Makakalikasan, and Makabansa did not show significant correlations with academic performance, indicating that their influence may be more indirect or less measurable in the context of academic metrics. The study's results highlight the diverse academic performance levels among pupils, predominantly in the moderate range. Based on these findings, the study recommends several policy initiatives, including the integration of GMRC values into core subjects, targeted teacher training, curriculum enhancement, and the promotion of values-based extracurricular activities. Additionally, fostering inclusivity and diversity, alongside robust policy support and funding, are crucial for the effective implementation of the GMRC and Values Education Act (Republic Act 11476). The study underscores the importance of a balanced approach in education, integrating academic proficiency with ethical and moral development to cultivate well-rounded individuals.
